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67 Deseret Sunday School Unio 
Church of Jesus Christ of Latte 

ER Reproducbid by the Deseret 

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nERCUP (Our Cover) 

the brown earth, through the wi 
shrubs, trees, and trailing vines; 
enjoyment of life with the warn 
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may gather joy, receive faith anc 
build inner tranquility, and gain ne 
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THE MYSTERY OF 

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C^r B S 




THE 

CHRISTUS 

by Thorvaldsen. 



CHRIST 

THE ONE PERFECT GUIDE 

by President David 0. McKay 



Truly, the time has come, as perhaps never be- 
fore, when men and women should counsel together 
and in wisdom determine how the world may be 
made a better place in which to live. 

To achieve this desired end, the first and most 
important step is to choose as a leader one whose 
leadership is infallible, whose teachings when prac- 
ticed have never failed. In the present tempestuous 
sea of uncertainty, the pilot must be one who 

(For Course 5, lesson of May 21, "The Meek Are Humble in 
Spirit" and "For of Such Is the Kingdom of Heaven"; for Course 9, 
lesson of April 16, "A Leader Serves the Lord"; for Course 13, les- 
sons of April 16 and 23, "Service" and "The Kingdom of God"; 
for Course 19, lessons of May 7 and 28, "The Primitive Church" and 
"Spiritual Gifts"; for Course 27, lessons of April 30 and May 28, 
"Conditions of Membership" and "Obedience"; to support family 
home evening lessons 6, 8, and 9; and of general interest.) 



through the storm can see the beacon in the har- 
bor of peace. 

The Church of Jesus Christ of Latter-day Saints 
proclaims that there is but one such guiding Hand 
in the universe, but one unfailing Light, and that is 
the Light of Christ who said: 

. . . I am come that they might have life, and 
and that they might have it more abundantly. 
(John 10:10.) 

An active, sincere faith in the basic teachings of 
Jesus of Nazareth is the greatest need of the world. 

(Continued on following page.) 



MARCH 1967 



97 



CHRIST, THE ONE PERFECT GUIDE (Continued from preceding page.) 



Because many reject this truth, there is all the more 
reason why sincere believers should proclaim it. 

A Promise and a Fact 

The ultimate purpose of Christianity is to de- 
velop honorable, upright individuals in an ideal so- 
ciety known as the Kingdom of God. No one, not 
even the unbeliever, can gainsay this as a most 
worthy goal. True, nearly two thousand years of 
trial have failed to bring about even an approach to 
the realization of either the perfecting of the indi- 
vidual or the establishing of an ideal society. Chris- 
tianity, as summarized in the divine admonition, 
"Love the Lord thy God . . . and thy neighbour as 
thyself," has never yet really been accepted and 
practiced by the nations of the world. (See Luke 
10:27.) 

As the first essential to a better world, we de- 
clare with the Apostle Peter that ". . . there is none 
other name under heaven given among men, whereby 
we must be saved." (Acts 4:12.) 

On one of the most solemn occasions of His en- 
tire ministry, Jesus said to His chosen Twelve: 

These things I have spoken unto youy that in 
me ye might have peace. In the world ye shall have 
tribulation: but be of good cheer; I have overcome 
the world. (John 16:33.) 

These significant words contain both a promise 
and a statement of fact. The promise: If men will 
hearken to His words they will find peace. The fact: 
In the world there is tribulation. There is also an 
implication that each is dependent upon the attitude 
and actions of men themselves. 

He came to redeem the world from sin. He came 
with love in His heart for every individual, with 
redemption and possibility for regeneration for all. 
By choosing Him as our ideal, we create within 
ourselves a desire to be like Him, to have fellowship 
with Him. We perceive life as it should be and as it 
may be. 

The Individual Is Supreme 

Jesus always sought the welfare of the individual, 
and individuals grouped and laboring for the welfare 
of the whole in conformity with the principles of the 
Gospel constitute the Kingdom of God. Jesus' re- 
gard for personality was supreme. "The ideal social 
state, which He described as the Kingdom of God, 
is a commonwealth in which all men are united and 
governed by a commanding love both for God and 
for their neighbors." 

The goal that Jesus Christ always set before His 
followers was the emancipation of men and women 
from greed, from anger, from jealousy, from hatred, 



from fear; and in their place he hoped to bring about 
a complete and normal development of the indivi- 
dual's divine powers through right thinking and un- 
selfish, efficient service. 

Peter, the chief apostle, the indefatigable Paul, 
the Prophet Joseph Smith, and other true followers 
of the Risen Lord recognized in Him the Saviour 
of the individual, for did He not say, "For behold^ 
this is my work and my glory — to bring to pass the 
immortality and eternal life of man"? (Moses 1:39.) 

A Glorious Relationship 

Each one of us is the architect of his own fate, 
and he is unfortunate indeed who will try to build 
himself without the inspiration of God, without 
realizing that he grows from within, not from with- 
out. 

Jesus proclaimed that men and women fail to 
live truly, and really amount to nothing, unless they 
have spirituality. The spiritual force underlies every- 
thing, and without it nothing worthwhile can be ac- 
complished. Jesus taught that a man cannot be 
true to himself without being true to his fellowmen. 
Neither can a man be true to his fellowmen without 
being true to himself. 

To all who believe in the living, personal Christ 
and His divine truth, life can be so delightful and 
beautiful. It is glorious just to be alive. Joy, even 
ecstasy, can be experienced in the consciousness of 
existence. There is supreme satisfaction in sensing 
one's individual entity and in realizing that that 
entity is part of God's creative plan. There are none 
so poor, none so rich, sick, or maimed, that they 
may not be conscious of this relationship. 

He promised no material rewards, but He did 
promise perfected, divine manhood. And with that 
divine manhood comes the resultant true happiness. 

Christ is the Light of humanity. In that light 
man sees his way clearly; when it is rejected, the 
soul of man stumbles in darkness. It is a sad thing 
when individuals and nations extinguish that light 
— when Christ and His Gospel are supplanted by the 
law of the jungle and the strength of the sword. 
The chief tragedy in the world at the present time 
is its disbelief in God's goodness and its lack of 
faith in the teachings and doctrines of the Gospel. 

Our Ideal 

Jesus' teachings may be applied just as effica- 
ciously to social groups and national problems as to 
individuals if men will only give them a trial. The 
spirit of the world is antagonistic to the establish- 
ment of peace. Peace can come to the world only 
through obedience to the Gospel of Jesus Christ. 



98 



TH E I NSTRUCTOR 



The Gospel, the glad tidings of great joy, is the 
true guide to mankind; and that man or woman is 
happiest and most content who lives nearest to its 
teachings, which are the antitheses of hatred, per- 
secution, tyranny, domination, injustice — actions 
which foster tribulation, destruction, and death 
throughout the world. What the sun in the heavenly 
blue is to the earth struggling to get free from win- 
ter's grip, so the Gospel of Jesus Christ is to the 
sorrowing souls yearning for something higher and 
better than mankind has yet found on earth. 

Members of the Church and all other people are 
under obhgation to make the sinless Son of Man 
their ideal — the one perfect Being who ever walked 
the earth: 

Sublimest example of nobility 

Godlike in nature 

Perfect in His love 

Our Redeemer 

Our Saviour 

The Only Begotten Son of our Eternal Father 

The Light, the Life, the Way. 

Our Heartfelt Convictions 

Great minds in all ages who have contributed to 
the betterment of mankind have been inspired by 
noble ideals. 

History is replete with men who, as Wordsworth 
expresses it, "By the vision splendid, were on their 
way attended." 

J. A. Francis wrote a tribute to Christ as follows: 



. . . When we try to sum up his influence, all the 
armies that ever marched, all the parliaments that 
ever sat, all the kings that ever reigned, are abso- 
lutely picayune in their influence on mankind, com- 
pared with that of this one solitary life.^ 

The highest of all ideals are the teachings and 
particularly the life of Jesus of Nazareth, and that 
man is most truly great who is most Christlike. 

What you sincerely think in your heart of Christ 
will determine what you are, will largely determine 
what your acts will be. No person can study His 
divine personality, can accept His teachings, or fol- 
low His example, without becoming conscious of an 
uplifting and refining influence within himself. In 
fact, every individual may experience the operation 
of the most potent force that can affect humanity. 
Electricity Hghtens labor in the home, imprisons alike 
on a disc the warbling tones of the mockingbird and 
the convincing appeal of the orator. By the turn of 
the switch, it turns night into day. The possibilities 
of the force resulting from the breaking up of the 
atom seem to be limitless either for the destruction 
or the blessing of life. Other greater forces are al- 
ready in use. 

None, however, is so vital, so contributive to 
the peace and happiness of the human family as the 
surrendering of our selfish, animal-like natures to 
the life and teachings of our Lord and Saviour, 
Jesus Christ. 



iJames Allen Francis, The Real Jesus and Other Sermons; Jud- 
son Press, Valley Forge, Pennsylvania, 1962; page 123. 
Library File Reference : JESUS CHRIST. 



INSTRUCTOR STAFF 



Editor: 
President David O. McKay 

Associate Editors: 

Gen. Supt. David Lawrence McKay 

Lorin F. Wheelwright 

Business Manages : 
Richard E. Folland 

Managing Editoh: 
Burl Shephard 

Editobiai. Assistants: 

Virginia Baker 

Goldie B. Despain 

Research Editor: 
H. George Bickerstaff 

Art Director: 
. Sherman T. Martin 

Circulation Manager: 
Joan Barkdull 

Subscriber-Relations Director : 
Marie F. Felt 

Instructor Secretary: 
Amy J. Pyrah 

Consultant : 
A. William Lund 



Interim Instructor Committee: 
Lorin F. Wheelwright, chairman, Richard E. 
Folland, Marie F. Felt. A. William Lund, 
Leland H. Monson, Alexander Schrelner, 
Lorna C. Alder, Vernon J. LeeMaster, Claribel 
W. Aldous, Melba Glade, Henry Eyring, Clar- 
ence Tyndall, Camille W. Halliday, Margaret 
Hopkinson, Mima Rasband, Edith Nash, Alva 
H. Parry, Bernard S. Walker, Lewis J. Wal- 
lace, Howard S. Bennion, Herald L. Carlston, 
Bertrand F. Harrison, Willis S. Peterson, 
Greldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Bentley, Marshall T. Burton, 
Calvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Bertrand A. Childs. Thomas J. 
Parmley. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928. 
Copyright 1967 by the Deseret Sunday School 
Union Board. All rights reserved. 

Thirty to forty-five days' notice required for 
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Mail subscriptions to The Instructor, 79 South 
State Street, Salt Lake City, Utah 84111. Subscrip- 
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issues, 35 cents each. 

Bound volumes sell for $6.75 when all maga- 
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scriber supplies his own issues, binding charge 
is $3.75. 



MARCH 1967 



99 



NEXT MONTH INYO 



A CAPSULE GUIDE FOR HOME 

TEACHERS AND PARENTS 

TO STIMULATE AHENDANCE 

AT SUNDAY SCHOOL 



Lessons for the month of April 



A Gospel of Love 

Course 1 {age 3) 

Little children should become aware of their Heav- 
enly Father's creations. April lessons help them to 
learn gratitude for this wonderful world, with its 
plants and animals, and then shows them how to 
express such feelings in tender, thankful prayer. 

Beginnings of Religious Praise 

Course la {age 4) 

Does our Heavenly Father really love me? Children 
will be helped to find an answer to this universal, 
but sometimes unspoken, question. They will be 
helped to learn that their Heavenly Father loves 
them because He planned a way for them to have 
such things as water to drink and to use for bath- 
ing, and for its use by the birds and animals and 
plants, too. The children will learn that they should 
go to their Heavenly Father's house to thank Him 
for all the things He gives them. 



Growing in the Gospel, Part 11 

Course 3 {ages 5, 6) 

What good does the priesthood of God do us? This 
class will be taught that blessings and power are 
given to those individuals who learn the Gospel, and 
who love their Heavenly Father and Jesus and obey 
their commandments. These great blessings and the 
literal power to accomplish them are given to Church 
members to bless all the people of the world. 

Living Our Religion, Part II 

Course 5 {ages 7, 8) 

YOU are a special person! This is the vital message 
of Course 5 in April. Children will be helped 
to realize the many qualities which make each child 
special — special to his family, his friends, his teach- 
ers, his neighbors, and his Father in heaven. 

History of the Church for Children 

Course 7 {ages 9, 10) 

Which of Joseph Smith's prophecies have been ful- 
filled? Why does the Church need more buildings? 
Can we really find safety in following the leaders 
of the Church? What real benefits are there in being 
loyal and obedient in everyday situations? These 
and other thought-provoking questions will be dis- 
cussed in April. 

Scripture Lessons in Leadership 

Course 9 {ages 11, 12) 

Homing Devices! A Chinese emperor who lived 1,700 
years ago had a compass attached to his carriage. 
Mariners use a variety of methods to guide them to 
port. Some antiaircraft missiles have homing de- 
vices to keep them on target. Our Heavenly Father 
also uses a great number of homing devices for our 
use in returning to Him. 




100 



THE INSTRUCTOR 



UR SUNDAY SCHOOL 



Hisfory of the Restored Church 

Course 11 (ages 13, 14) 

Church members who had been part of the Mormon 
Battalion were the first to discover gold at Sutter's 
Mill in California; and another member of the 
Church, Sam Brannan, made the first public an- 
nouncement of the strike in his San Francisco news- 
paper. Other exciting stories about the Battahon, 
early California Mormons, and the handcart com- 
panies dominate April lessons. 

Principles of the Restored Church at Work 

Course 13 {ages 15, 16) 

The whole plan of salvation and eternal progression 
is based on service — what someone has done, or will 
do, for someone else. Obedience, service, and a testi- 
mony of the Gospel are fundamental to our happi- 
ness. Fundamental to a testimony is the witness of 
the Holy Ghost or Spirit of Truth, the only means 
by which we can gain a testimony. April lessons 
discuss these truths. 

Life in Ancient America 

Course 15 {ages 17,18) 

He foretold the future, and he was a good teacher. 
This is said about Nephi. The things he taught are 
as modern as tomorrow's newspaper. His leadership 
quahties are outlined as guides to us. Nephi's firm 
testimony that Jesus is the Christ is given. 

The Articles of Faith 

Course 19 {ages 19-22) 

The principles of truth! If you fully understand 
baptism for the dead, understand the functions of 
the Holy Spirit, completely appreciate what hap- 
pens when you partake of the sacrament, know what 



is meant by authority in the ministry, and can ex- 
plain the connection between foreordination and pre- 
existence, then perhaps you can afford to stay away 
from April lessons. But attend anyhow. You can 
be of great help to the teacher! 

Gospel Living in the Home 

Course 25 {adults) 

Are you trying to escape responsibility? Most peo- 
ple do try at times. April lessons in this class will 
offer help to tackle and master many of the respon- 
sibilities which come to parents. These include: 
learning how much freedom to give children, how 
to train them to obey, and how to present Gospel 
ideas to the family. 

The Gospel in the Service of Man 

Course 27 {adults) 

Man does NOT stand alone on the earth. He can 
have constant communication with his Creator, for 
the communication channels are always open. These 
channels will be discussed so that students can un- 
derstand them and learn how to use them for their 
eternal spiritual benefit. The true and accurate con- 
cept of the Godhead — God the Father, Jesus Christ 
(Jehovah), and the Holy Ghost — will be discussed 
also. 

A Marvelous Work and a Wonder 

Course 29 {adults) 

"... He shall teach you all things , . . he shall 
testify of me ... he will guide you into all truth . . . 
he will reprove the world of sin. . . ." All these 
things are part of the mission of the Holy Ghost. 
These and many more Gospel principles concerning 
the Spirit of Truth will be discussed in April lessons. 





THE ROUTES 
OF PALESTINE 



MARCH 1967 



101 







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Painting by Doug Jordan. 

The Welfare Program of the Church demonstrates one aspect of how organization helps men to help one another. The 
above family in a disaster area will be aided by arrival of Church welfare supplies. 



102 



THE INSTRUCTOR 



THE CHURCH IS ALSO 
ORGANIZED CONCERN 

by Neal A. Maxwell 



God's grand, over-arching purpose — "to bring 
to pass the immortahty and eternal Hfe of man" — 
has required specific implementation. Just as man 
was in a predicament after the Fall, helpless to 
save himself without Jesus' atonement (which is the 
central fact of all human history) man — ^by himself 
— could not take full advantage of this atonement. 

If God's plan simply called for a religion in which 
man occasionally achieved a good "feeling" or in 
which he expressed random awe, many might try 
to "go it alone." But pure religion requires much 
more of man; therefore man must be aided by the 
Church. 

Our Circles of Concern 

We are familiar with the reasons for a Church 
which stresses doctrines, ordinances, and authority. 
And we should be; for it is through the intelligent 
interplay of true doctrine, valid authority, and effi- 
cacious ordinances that the path is made both pos- 
sible and clear to man. But the Church is also a 
way of organizing our concern and love, a way of 
enhancing the quality of our worship, and a way of 
accelerating our individual growth. So important 
was this growth that God, knowing perfectly the 
risks, the pain, and the tragedy inherent in life, was 
nevertheless willing to trust us to each other's im- 
perfect care. 

Without the Church, how many of us would have 
sent supplies to needy Chileans a few years ago after 
the earthquakes there? If we were not called as 
home teachers, how many of us would take a con- 
stant interest in the families of our neighbors? If 
there were no MIA, how many of us would get 
meaningfully involved in aiding young people? If 
there were no prodding from the Church, how many 
of us would fast or give regularly to the poor? By 
organizing our concern we become more involved, 
more effectively involved, enlarging our circles of 
concern. 

These are very appropriate goals in terms of the 
Divine Captain, whose servants we seek to be, about 
whom G. K. Chesterton observed: ". . . No mysteri- 



(For Course 13, lesson of April 30, '-'The Church"; for Course 
27, lessons of March 5 and April 16, "The Plan of Salvation" and 
"Why A Church?"; for Course 29, lesson of March 19, "Church of 
Jesus Christ"; to support family home evening lesson 9; and of 
general interest.) 



ous monarch, hidden in his starry pavilion at the 
base of the cosmic campaign, is in the least like that 
celestial chivalry of the Captain who carries his five 
wounds in the front of the battle."^ 

A Powerful Influence 

Obviously, any Church — even one with divine 
doctrine, authority, and ordinances — will reflect some 
of the individual imperfections of its people. But 
because of the opportunities we have of working and 
growing together in the Church, we have learned to 
overlook and accept the human frailties and weak- 
nesses of our fellowmen. The similarity of our ex- 
periences in the Church maximizes our chances to 
learn: sometimes we delegate, often we are delegat- 
ed; we mourn and are mourned; we speak and 
we listen; we lead and we follow; we witness and are 
witnessed to; we love and are loved. 

In meeting such basic human needs as ac- 
quiring a feeling of belonging, achieving security, 
developing a healthy relationship with authority, and 
realizing personal achievement, the Church offers us 
all special and specific opportunities. When these 
basic human needs are not met, the harsh conse- 
quences can be alienation, low self-esteem, rebel- 
lion, or apathy and boredom. One of the most 
powerful yet subtle influences of the Church is the 
institutional insistence that we become as good as 
we unconsciously want to become. Of course, we 
can insulate ourselves from this insistence if we wish. 
But, again and again, the Church offers a chance to 
improve; countless choices remind us of the gift of 
agency and the relationship of our agency to the 
atonement. 

Finally, when we falter or get discouraged, the 
Church offers us service to others, the renewal of 
our covenants, and a panorama of "models" who 
have prevailed and are evidence of the fruits of 
faith and the holiness of hope. And as we encounter 
the mist-shrouded portions of life's pathway, we can 
grasp the "iron rod" — the word of God which we 
find in The Church of Jesus Christ of Latter-day 
Saints. 



iQ. K. Chesterton, The Everlasting Man; Doubleday Image Book, 
Garden City, New York, 1955; page 242. 
Library File Reference: MORMON CHURCH. 



MARCH 1967 



103 



^What motivates Mormon missionaries?^' the world askSy and the 
government-owned British Broadcasting Corporation sends cam- 
eramen and reporters to Salt Lake City to learn the answers. 




EXPLAINS MORMONISM 
TO BRITISHERS 

by Richard W. May cock* 



"How do you prepare your young men for mis- 
sionary service?" 

This question was asked in my Chicago office 
by an official of the youth organization of a large 
Protestant denomination. 

"But even more important," my visitor asked, 
"how do you get them to accept a missionary call 
at the very age when they are in college, having fun, 
and possibly in love?" 

These questions have been asked by many 
thoughtful people in many places. 

That Oasis in the Desert 

One of the most recent persons to ask the ques- 
tions was Roger Mills of Bristol, England, a 



(For Course la, lesson of May 7, "Our Church Is Growing"; for 
Course 9, lessons of April 16 and May 14, "A Leader Serves the 
Lord" and "A Leader Does Not Put Off"; for Course 11, lesson of 
May 28, "Present Missionary System"; for Course 13, lesson of April 
16, "Service"; for Course 27, lesson of May 21, "The Organization of 
the Church"; to support family home evening lesson 8; and of 
general interest.) 



newsman for the British Broadcasting Corporation. 
As he reported the news in his own country, he be- 
came aware that church attendance there was de- 
clining. He knew that congregations were shrinking, 
and some churches were disbanding. He knew that 
some ministers had lost their faith, and others were 
questioning the fundamental doctrines of Christian- 
ity. 

And then, like an oasis in the desert, Mr. Mills 
found in his own city a church that was flourishing. 
Membership was increasing, new chapels were being 
constructed. And it was a religion that appealed to 
youth as well as adults. He wondered "Who are these 
people and whence came their vitality?" 



* Richard W. Maycock is Church broadcast program coordinator 
at KSL and a member of the Priesthood Genealogical Committee. 
He served as Northern States Mission president (1960-63). Brother 
Maycock and his wife, the former Mary Elise Skye, live in Monu- 
ment Park 13th Ward, Monument Park Stake. They have six chil- 
dren. He attended University of Utah and University of Washington, 
and graduated "With Distinction" from George Washington Univer- 
sity (1934). 



104 



THE I NSTRUCTOR 



He learned that they were Mormons, and his 
editor asked him to do a short feature for telecast 
by the BBC. In the process, Mr. Mills learned that 
some of the vitality came from young men serving 
two years as volunteer Mormon missionaries — most 
of them from the United States. He met President 
Ray H. Barton, Jr., of the Southwest British Mis- 
sion, and he also met some of the young mission- 
aries. He talked with them, he tracted with them, 
he watched them in action. 

Mr. Mills learned that what was happening in 
Bristol was also happening in many other places in 
the world, and further, that there were more than 
11,000 adult missionaries of all ages, most of them 
young men. 

Questions filled the mind of this television jour- 
nalist. How could a relatively small group like the 
Mormons afford to send out so many missionaries? 
How were these missionaries trained? What moti- 
vated them to spend two years in missionary service 
at a time when most young men had their minds on 
education, careers, and marriage? And what did 
they find so important about Mormonism that they 
wanted to spread it throughout the world? 

Visits From A Newsman 

How was he to learn the answers to all his ques- 
tions? The best way, he thought, would be first- 
hand; and so. he asked his editor for permission to 
film and tape the answers in Salt Lake City for 
broadcast on British radio and television. When he 
received approval, arrangements were made through 
Elder Mark E. Petersen for Mr. Mills to come to 
Church headquarters to film and tape his program. 

The first week in Salt Lake City was spent ob- 
serving the Church in action. Mr. Mills was taken 
to several Primary meetings. He visited the boys' 
classes and heard the lessons being taught. He vis- 
ited several MIA sessions, attended scout meetings, 
and listened to class discussions. He also saw many 
youth activities — sports, dancing, singing, and 
drama. He visited a Sunday School and was invited 
to speak briefly at the conclusion of a sacrament 
meeting. 

He attended the Tabernacle Choir broadcast, saw 
Welfare Square, the Granite Mountain Records 
Vault, and the Beehive House. He was invited into 
the homes of members for dinner, family evenings, 
and firesides. And all the time he was asking ques- 
tions. He was surprised to find that almost every- 
one he met either had been in England, had English 
ancestry, or inquired about missionaries in England. 

Parts of several days were spent in the Mission 



Home where approximately 300 missionaries were 
attending a week-long training period before de- 
parture for their fields of labor. Since many elders 
have had a year of college, Mr. Mills was taken to 
Brigham Young University where he visited the 
accelerated foreign language classes for missionaries. 
By the end of his first week, Mr. Mills had 
been exposed to most of the organizations and pro- 
grams from which missionaries receive the training 
and incentive to accept a missionary call and help 
proselyte the Gospel throughout the world. 

Some Answers Filmed and Taped 

Two BBC cameramen then arrived to film scenes 
from which the television program would be pre- 
pared. 

Mr. Mills decided to film a boy in Primary 
opening exercises and in his class. Then he filmed 
the boy's older brother in various MIA situations. 
Nothing unusual was prepared. Mr. Mills just taped 
and filmed the regular activities and class discus- 
sions. 

A new missionary who had been assigned to the 
Southwest British Mission and who resembled the 
two brothers, was then selected for a part in the 
film. He was filmed in activities at BYU (he had 
actually spent his freshman year there), including 
participation in a devotional assembly. Film footage 
was taken of this elder participating in various 
sports at Deseret Gym. Many activities in the 
Mission Home were filmed. Finally, the elder was 
photographed leaving the Assembly Hall after the 
testimony meeting, walking through Temple Square 
and out on to a Salt Lake City street. 

Mr. Mills and his cameramen then flew back 
to England and a few weeks later photographed 
this same elder walking down a street in Bristol 
with his companion. Other pictures were taken of 
the elder actually engaged in various types of mis- 
sionary work. Thus, a film was created to show 
the "follow-through" in the development 6i a 
Mormon boy to manhood. 

The broadcast of this radio and television pro- 
gram in a country from which many converts have 
come, beginning with the days immediately follow- 
ing the restoration of the Church, should result in 
even more Britishers being receptive to the message 
of the missionaries. At least they will have the 
opportunity to see how Mormonism in action influ- 
ences the lives of its young people and gives them 
the testimony and desire to share the truth and 
benefits of the Gospel with their fellowmen. 



Library File Reference: MISSIONARIES. 



MARCH 1967 



105 



ee 



IF YE HAVE LOVE 

Suggested Lesson for Stake Conference Sunday, Second Quarter 



99 



To THE Teacher: On stake conference Sunday during 
the second quarter of 1967, this article should be used as 
a uniform lesson for Senior Sunday Schools. Teachers may 
adapt the material and give varying emphases as they see 
fit, to meet the needs of their classes. 

Objective: To develop in each individual the reali- 
zation that true brotherly love, which is uncondi- 
tional love, is the essential quality of a follower of 
Christy so that each will desire to cultivate this love 
in his own feelings and activities of life. 

During the precious moments which Christ spent 
with the faithful Eleven between the time of the 
Last Supper and His betrayal in Gethsemane, He 
gave parting instructions and counsel which seemed 
to sum up all that He had been teaching them dur- 
ing His earthly ministry: 

A new commandment I give unto you, That ye 
love one another; as I have loved you, that ye also 
love one another. By this shall all men know that 
ye are my disciples, if ye have love one to another. 
(John 13:34, 35.) 

This trait of love and concern for others was to 
be a distinguishing characteristic for the followers of 
Jesus, because it was in sharp contrast with other 
doctrines and philosophies of that day. As Jesus had 
loved all men, he taught His followers likewise to 
extend love to all — even in a world where it was 
customary to be hateful and hostile to the stranger, 
and sometimes harsh to one's brother as well. Earlier, 
in the Sermon on the Mount, He had made clear that 
one's giving of love should not be limited to those 
who would give love in return, but that it should be 
given freely to all — even to one's enemies. 

Ye have heard that it hath been said, Thou shalt 
love thy neighbour, and hate thine enemy. But I say 
unto you. Love your enemies, bless them that curse 
you, do good to them that hate you, and pray for 
them which despitefully use you, and persecute you; 
that ye may be the children of your Father which 
is in heaven: for he maketh his sun to rise on the 
evil and on the good, and sendeth rain on the just 
and on the unjust. 

For if ye love them which love you, what reward 
have ye? do not even the publicans the same? And 
if ye salute your brethren only, what do ye more 
than others? do not even the publicans so? Be ye 
therefore perfect, even as your Father which is in 
heaven is perfect. (Matthew 5:43-48.) 

Here Jesus set forth a shining objective for every 
disciple of the gospel of love: to become perfect in 
showing love to all men — whether just or unjust, de- 
serving or undeserving — even as the Father is per- 
fect in giving His boundless love to all. 



On another occasion, in teaching the meaning of 
the two great commandments — love of God and love 
of fellowman — Jesus used the vivid parable of the 
Good Samaritan. This gave even the lawyer who 
tempted Him an unmistakable illustration that to 
love a neighbor meant to give compassion and succor 
to any man in need, yes, even to a stranger who 
has no personal relationship to you. (See Luke 10: 
29-37.) This is unselfish regard for any neighbor, 
of any religion or race, anywhere. 

Paul, the missionary apostle, later emphasized 
the essentiality of love in the life of a Christian. 
Speaking of love, which he termed charity in the 
first epistle to the Corinthians, he placed its im- 
portance above that of the qualities of eloquence, 
prophecy, knowledge, and even faith. Then he point- 
ed out some of the characteristics of charity: 

Charity [pure love] suffereth long, and is kind; 
charity envieth not; charity vaunteth not itself, is 
not puffed up, doth not behave itself unseemly, 
seeketh not her own, is not easily provoked, thinketh 
no evil; rejoiceth not in iniquity, but rejoiceth in the 
truth; beareth all things, believeth all things, hopeth 
all things, endureth all things. Charity never fail- 
eth. . . . (I Corinthians 13:4-8.) 

When one analyzes the implications of the love 
which Christ taught, it becomes evident that it is 
a touchstone for all human virtues. If one truly 
loves his neighbor and his family, he will practice 
consideration, patience, humility, compassion, and 
purity. If an entire society lives in this kind of 
brotherly love, as did the Nephites after Christ vis- 
ited among them on the American continent, the 
result is a harmonious state of joy and progress. 

How great is the need for the gospel of love in 
the world today! How tragically it is beset by the 
myriad ills of idleness, greed, anger, pride, hatred, 
lust, vice, and violence! Our day would seem to be 
part of the "perilous times" which Paul foresaw 
when men are: 

. . . Lovers of their own selves, covetous, boasters, 
proud, blasphemers, disobedient to parents, unthank- 
ful, unholy, without natural affection, . . . lovers of 
pleasures more than lovers of God. {II Timothy 
3:2-4.) 

These traits, significantly, are the opposites of 
love and charity. All these degrading traits could 
be dispelled by Christian love — charity. 

In the dispensation of the fullness of times, 
more than two thousand years after Jesus taught 



106 



THE I NSTRUCTOR 



His message of love, there is still a vital need for all 
those in the latter-day kingdom who would be known 
as His disciples to "have love one to another." 



Questions for Discussion: 

1. How is the quality of unselfish love developed in the 
individual? What contributions are made to it by the ex- 
ample of parents, by teachings in the home, by experiences 
in Sunday School and other auxiliaries? 

2. In what kinds of service in the Church can one de- 
velop and show brotherly love? In what other service can 
it be shown? 

3. How can the qualities of brotherly love help such 
problems as crime, delinquency, drunkenness, drug addic- 
tion, divorce, poverty, or war? 

4. What can I do this week to show more compassion, 
concern, and charity for others? 



5. What positive traits can I cultivate to replace such 
habits as fault-finding, gossiping, discourtesy, and self-pity? 

— Oliver R. Smith. 

References: 

"We'll Keep a Welcome," by Elder Marion D. Hanks; 
The Instructor, June, 1965, pages 253-255. 

"Love and Service," by Leland H. Monson; The In- 
structor, January, 1966, pages 38-39. 

"Love Thy Neighbour as Thyself," by Leland H. Mon- 
son; The Instructor, April, 1966, pages 156-157. 

"Boys To Save!" by Burl Shephard; The Instructor, 
July, 1966, pages 258-261. 

"Be Ye Kind," by Addie J. Gihnore; The Instructor, 
July, 1966, pages 270-271. 

"A Wonderful Story of Love," by Wilham E. Berrett; 
The Instructor, July, 1966, pages 278-279. 

Library File Reference : CHARITY. 



JAN 



STATISTICS INTERPRETED 



80 

H 60 

Z 
uJ 

u 






1966 


























•^46 


^ c 


5 < 


"- ' 


) < 


c 


20 
n 













MO. 


y. 


JAN. 


41.5 


FEB. 


41.3 


MAR. 


40.3 


APR. 


40.7 


MAY 


39.9 


JUN. 


37.4 



FEB 



MAR 



APR 



MAY 



JUN 



SUNDAY SCHOOL ATTENDANCE 

January - June, 1966 
(This chart replaces the one shown 
in error in the February issue.) 



i 



The Secretary's Corner by Wallace G. Bennett 



Sunday School attendance in the stakes of the 
Church during the first six months of 1966 averaged 
40.18% of the active and potential members actually 
enrolled in Sunday School, according to the Semi- 
annual Statistical Report of the Deseret Sunday 
School Union. 

The average number attending Sunday School in 
the stakes of the Church during the first six months 
of 1966 was 747,055, compared to 733,803 for the 
similar period in 1965. The number enrolled in the 
stakes climbed from 1,814,883 during the first six 
months of 1965 to 1,859,114 in the first six months 
of 1966. 

This increase in enrollment in 1966 over that of 
1965 kept the average attendance figure of 40.18% 
for 1966 just slightly under the 1965 percentage of 
40.43%. Attendance for the full year 1965 was 
39.56% of the enrollment in the stakes. 



&0 
H 60 






1966 


















-f 




« 


_,^ 


u 

u 

20 































JAN 



FEB 



MAR 



APR 



MAY 



MO. 


v. 


JAN. 


55.9 


FES. 


54.0 


MAR. 


55.8 


APR. 


53.7 


MAY 


52.6 


JUN. 


54.6 



JUN 



ATTENDANCE AT PRAYER MEETING 

January - June, 1966 

MARCH 1967 



i 



This is as reported to the general board and is 
taken from the 1966 Semi-annual Statistical Report 
of the Deseret Sunday School Union. 

Prayer meeting is intended to create a spiritual 
atmosphere for teachers and other members of the 
Sunday School faculty. 

It is hoped that the spirituality created at this 
meeting will carry over into the Sunday School wor- 
ship service and classes. 

Teachers need added spirituality — both for them- 
selves and as inspiration for their students. 

Some important, short announcements are also 
made at prayer meeting. A teacher who misses 
prayer meeting may not know what is going on in 
the Sunday School. 

— Wallace G. Bennett. 



197 




•^^mm 




In the realms of mathematics, physics, and engineer- 
ing, obedience to scientific laws results in material 
•4 progress to the benefit of mankind. Obedience is sim- 
ply compliance with truth, one scientist has said. 
Jesus declared: "Ye shall know the truth, and the 



truth shall make you free." 



—John 8:32. 



OBEDIENCE 

by Herbert F. Smart* 

No lasting progress is made, either by individuals 
or by nations, except through obedience— obedience 
to truth, which is obedience to God. This truth is 
expressed in the laws of nature, the laws of mathe- 
matics, the laws of man, and the laws of life. 

We live in an orderly world. The world appears 
to be disorderly only as we ourselves, either unknow- 
ingly or perversely, transgress the laws which govern 
all things. Elder John A. Widtsoe said: 

Obedience is nothing more than compliance with 
truth. Truth is of no consequence to a man if it is 
not used. The moment truth is used, obedience 
begins.^ 

This was expressed by Jesus when He said: 

And ye shall know the truth, and the truth shall 
make you free. 

Results of Disobedience to Nature's Laws 

To adhere to nature's laws is to create a rapport 
with all creation. Disobedience to nature's laws re- 
sults in a suffering not only for mankind, but for 
all of God's creations and creatures. 

Disobedience to the self-cleansing action of lakes 
and streams by discharging wastes into them not 
only destrbys natural beauty but can jeopardize and 
destroy those of God's creatures, including man, de- 
pendent upon pure water for life itself. 

Indiscriminate use of pesticides and insecticides 
on field, farm, or forest destroys life that is both 
beneficial as well as harmful to man. Indiscriminate 
spraying will destroy not only the harmful beetle 
but the beneficial honey bee; and if the honey bee 
is destroyed, not only is a producer for man's needs 



Photos by H. Armstrong Roberts. 



(For Course 5, lesson of March 12, "We Have Been Given the 
Right To Choose"; for Course 9, lesson of April 23, "A Leader Is 
Obedient"; for Course 13, lesson of April 9, "Obedience"; for Course 
15, lesson of March 12, "Jacob"; for Course 19, lessons of February 
5 and March 5, "Free Agency" and "Faith and Works"; for Course 
25, lessons of April 23 and 30, "Obedience" and "How Much Free- 
dom"; for Course 27, lesson of April 30, "Conditions of Member- 
ship"; to support family home evening lessons 1 and 6; and of 
general interest.) 

*Brother Herbert F. Smart is Director of Finance for the State 
of Utah. He is also vice president of the National Wildlife Federa- 
tion. He has attended Brigham Young University and George Wash- 
ington University School of Law, where he earned his LL.B. in 
1938. He is a board member of the Central Utah Water Conversancy 
District. He married the former Edna Lynn and the couple have 
three children. They live in the Grandview Ward, Wilford (Utah) 
Stake. 

iM. Lynn Bennion and J. A. Washburn, Principles of The Re- 
stored Church at Work; Deseret News Press, Salt Lake City, Utah, 
1962; page 80. 



108 



THE I NSTRUCTOR 



lost, but the pollination of many forms of flora is 
prevented, also to man's loss. 

Unwise grazing on precious watersheds results in 
floods, erosion, and destruction of natural beauty; 
whereas obedience to nature's law of natural growth 
to assure soil stability not only prevents erosion but 
assures clear streams and adequate ground-water. 

In the realm of mathematics, physics, and en- 
gineering, obedience to scientific laws results in ma- 
terial progress to the benefit of mankind. 

For centuries, man's impounding of water was 
limited to earth and timber, much like the beaver. 
It was not until man, in obedience to scientific law, 
discovered the element of cement and concrete and 
then further learned that an arch dam would divert 
pressure to canyon walls, that he was able to build 
permanent diversion structures which would impound 
large bodies of water for irrigation, hydro-electric 
power, culinary, and recreational needs. Obedience 
to these natural laws now brings us the benefits of 
Hoover Dam and Lake Mead, Glen Canyon Dam 
and Lake Powell, Flaming Gorge Dam and its lake, 
and many others. 

Freedom and Responsibility 

Obedience to a truth once learned is also the 
road to truths which lie still beyond. As stated by 
Aeschylus : 

Obedience to truth known is the king's highway 
to that which is still beyond us. 

And again. 

Obedience is the mother of success and is wedded 
to safety. 

Through centuries man has struggled to perfect 
a form of government compatible with Christian 
principles. Through our democratic society there has 
evolved a government of maximum individual free- 
dom, under God, consistent with social mores. But 
freedom is not just a one-way street; with every free- 
dom there lies a responsibility — a responsibility to 
assure to every other person the same freedom. No 
man or nation can be truly free that denies a like 
freedom to his neighbor. As was stated by Seneca: 

We are born subjects, and to obey God is perfect 
liberty. He that does this shall be free, safe, and 
happy. 

To secure freedom for the individual, the Bill 
of Rights was placed in the Constitution of the 
United States. But to prevent unbridled freedom of 
one individual from encroaching upon the legitimate 
freedom of another, criminal laws are enacted. Obe- 
dience to the laws of society assures one's own free- 
dom, whereas transgression of society's laws not only 
destroys individual freedom but weakens the pillars 
that support a Christian society. It should be borne 



in mind always that true obedience must be from 
love and not from fear if one is to attain true free- 
dom of the spirit. Aristotle expressed it this way: 
"Wicked men obey from fear; good men, from love." 
The sophist would argue that such obedience is 
blind obedience and not rational, but nothing could 
be further from the truth. 

Choices and Judgments 

Life is a continual experience of making choices 
and judgments. In the short span of a lifetime, one 
cannot assimilate the wisdom and knowledge to in- 
dependently make the best decisions under all cir- 
cumstances. The rules of society are the result of 
choices and judgments made by wise and learned 
men over all the recorded history of mankind. These 
rules are the best of their experience; and it is from 
these that society has charted rules of conduct to 
vouchsafe a happy, healthful, and productive life. 

To be disobedient to these rules is to pit one's 
limited experience and learning against the combined 
wisdom and divine guidance of such great teachers as 
Moses, Solomon, Jesus the Christ, the Apostle Paul, 
Joseph Smith, Brigham Young, and others both 
ancient and modem. 

To be disobedient to society's rules of conduct 
is to say that Washington, Jefferson, Franklin, and 
Marshall, as well as Abraham Lincoln and other 
great Americans, did not understand essential free- 
dom and liberty. 

Obedience, then, enables us to call on the ex- 
perience of all the great leaders of mankind to help 
us make the best choices in our own lives. Obedience 
enables us to assume a rapport with all of God's 
creation and all of His creatures — obedience to nat- 
ural law assures material progress. Obedience to 
law is obedience to the wisdom accumulated through 
the ages. Conforming to the mores of society is to 
accept on faith that which our progenitors learned is 
truth. Obedience permits each of us to build his 
own life; to assure physical and spiritual growth and 
happiness. And the rule of obedience applies to 
each, regardless of his station or material circum- 
stances; and each of us has the opportunity of 
choosing well by adherence to the laws of truth. 

Isn't it strange that princes and kings 
And clowns that caper in sawdust rings 
And common folks like you and me 
Are builders for eternity? 
To each is given a bag of tools 
A shapeless mass and a book of rules: 
And each must make ere life has flown 
A stumbling block, or a stepping stone.^ 

— Anonymous. 

^Leo J. Muir and George Muir, Jr., Muir's Thesaurus of Truths; 
Deseret News Press, Salt Lake. City. Utah, 1937; pages 85-86. 
Library File Reference : OBEDIENCE- 



MARCH 1967 



109 




Art hy Dale Kilhourn. 



TALKING TOGETHER 



by Elliott D. Landau 



"When it gets human, then we'll speak to it." 
This was the half-humorous reply of a mother to a 
friend who inquired why she was so silent as she 
fed, bathed, dressed, and diapered her seven-month- 
old baby. 

The 17 -year-old daughter of a successful psychia- 
trist was asked by her school teacher what she would 
like most in the world. Her answer was, "To be my 
father's patient." 

Seeds of Communication 

In the first instance, simply because the child 
was an "infant" (meaning without speech), this 
mother thought that communication was unimpor- 
tant, if not impossible. Though no recognizable 
speech response is possible at this age, the warmth of 
the mother's voice and its tones of tranquility evoke 
coos and gurgles which are in fact the beginnings of 
speech. Research evidence makes a strong case for 
early verbal communication with children. Gone are 



all notions that until speech is developed we main- 
tain silence as we work with our children in that 
first year of hfe. The seeds of "real" and "verbal" 
communication are sown early. 

Let's return to the statement made by the psy- 
chiatrist's daughter. In all highly industriaKzed so- 
cieties (the United States, Germany, Japan, Italy, 
and Russia) there develops a strong, aggressive, 
middle-class group whose lives are dominated by a 
single motive — the attempt to achieve material suc- 
cess and thus provide for the family the better things 
of life. In affluent America the disease "ever-on- 
ward-and-upward" often hurries lives and fills them 
with things to do and places to be, so that children 
still immune to the malady know only the backs of 
their fathers as they nightly see them on their way 
somewhere. 

It is quite coincidental that the years when a 
real communication with our children is most easily 
possible and needed, are the very years a man needs 
to work or study his hardest in order to provide the 



(For Course 25, lessons of March 19 and April 9, "Learning 
Processes That Affect Behavior" and "Foster Your Child's Develop- 
ment"; for Course 27, lesson of April 16, "Man's Communion with 
God"; and of general interest.) 



*The contents of this article came from a closed-circuit TV 
presentation to 23 schools in the Granite School District Wasatch 
P.T.A. Council, November 14, 1966. 



110 



THE I NSTRUCTOR 



best and the most for his family. The wisdom of 
the family home evening program is fairly evident, 
isn't it? It is a program which responds to the pre- 
vailing tempo of modem times and guarantees to 
children at least one evening a week some kind of 
communication with their parents. If it becomes the 
only time to talk in a home, its effectiveness will be 
diminished. When this young lady said she wanted 
to be her father's patient, she was telling her teacher 
she wanted and needed some of her father's time. 
Let us examine the concept of time with children, 
and its relation to communication. 

A Home Dropout 

A familiar cartoon shows a husband and wife at 
the breakfast table (by the way, a wonderful time 
to communicate with children is at any meal time — 
it seems as though full stomachs encourage talk), 
he with the newspaper propped before him, she dis- 
contentedly biting away at the meal and asking, 
"Isn't breakfast fun? Just the two of us, alone, 
together?" 

There seems to be some confusion in people's 
minds between being present and being communica- 
tive. Could you be a home dropout? Someone once 
said that most of the dropouts in schools are still 
sitting there — they have dropped out mentally and 
emotionally. The fact that a family simply occupies 
the same territory for the same period of time is 
not any assurance that anything such as communi- 
cation is going on. Most folks can recall how some- 
one in their family simply occupied time and space, 
and little else. 

To effectively communicate in the family requires 
a series of conscious acts, of premeditated behavior. 
The absolute necessity of keeping the channels of 
response open between people who share the same 
world (note here how we expand the concept of 
communication to include not only the immediate 
family but all those with whom we come in con- 
tact) is attested to not only by the nature of divorce 
complaints, but by the rapid division of the world 
into two or three armed camps because none heed 
the admonition, "Come now, and let us reason to- 
gether. . . ." (Isaiah 1:18.) 

The Architects of Environment 

Reasoning is a conscious process, even as com- 
munication is. Before we can reason we must know 



that we need to do so, and we must arrange to sit 
down together. Mothers and fathers are the archi- 
tects of the environment which prevails at home. 
Allow me to suggest some deliberate parental be- 
havior which will set the stage for this talking to- 
gether (children tell us they are "talked at") 
becoming a creative and conscious part of the home 
architecture. 

First, ask yourself each evening if, during that 
day, you communicated with every one of your chil- 
dren. Next, try to ascertain what the quality of 
that communication was. Was most of what you 
said constructive, directing, and punitive? Research 
evidence tells us that the greater share of contact 
with our children is negative and implies criticism. 
You can consciously monitor your responses and 
shift from the negative to the positive if you will 
but watch yourself and "hesitate before you casti- 
gate." Shift your verbal response with your children 
into action, by making it a personal response with 
your children on their level. It is difficult to be 
sharp and disapproving when you are talking about 
human reactions to life situations. In order to ac- 
complish this shift, you are required to be purposely 
interested in achieving this change. Try to make 
your response one of acceptance of hostility, fear, 
anxiety, and joy. Interaction with you at this level 
means that you magnify the human instincts and 
enter into the life-base of the children, bore into 
their feelings and perceptions, as you sense they 
need and want you. 

Communicate Love 

Do you remember the old song, "Your lips tell me 
no-no, but there's yes-yes in your eyes"? The title of 
this article may seem to indicate that communica- 
tion is only accomplished verbally; but there is 
much we tell youngsters by the look in our eyes, the 
arm around the shoulder, the physical response in- 
dicated by our body as we "horseplay," kneel down 
to listen or comfort, or affectionately embrace as 
we meet at the door. This is called the "non-verbal" 
response. Generally, the verbal "talking together" 
which solidifies family ties follows the "non-verbal" 
act. When everything about you says, "I acknow- 
ledge your presence, I love being with and near you," 
the quality of what parents and children will say 
to one another will be enhanced. Love at home starts 
at birth and affects the eternal quality of the family. 



Library File Reference: COMMUNICATION. 



MARCH 1 967 



111 




Art by Ron Wilkinson. 



IN 



THE WINGS 

by Reed H. Bradford 



The play was a great one and the production was 
outstanding. After the last act the leading man and 
lady were applauded in curtain call after curtain call. 
Once or twice all members of the cast came onstage 
and received a warm response from the audience. 
Backstage supervisors were honored by having their 
names on the program. The director himself took a 
bow. 

But some others who had made vital contribu- 
tions to the play's success were not honored in any 
way. In fact, they were not even mentioned. Skilled 
stagehands had worked long and efficiently to have 
scenery and props just right. Electricians in the 
wings had operated the lighting equipment with 
sensitivity to create the desired moods. The janitors 
had cleaned the theater and seen to it that proper 
temperature was maintained throughout the per- 
formance. 

There was no mention at all of the husband of 
the leading actress (she preferred to be known by 
her maiden name), so many people did not know 
that she was married. Some of those who did know 
referred to him as "Miss Lucy's" husband. 



(For Course 9, lessons of March 12 and May 21, "A Leader Is 
Loyal" and "A Leader Shares"; for Course 13, lesson of April 16, 
"Service"; for Course 15, lesson of May 7, "King Benjamin"; for 
Course 25, lesson of April 2, "Foster Your Child's Development"; 
for Course 27, lesson of April 30, "Conditions of Membership"; to 
support family home evening lessons 8, 13, and 14; and of general 
interest.) 



Mr. J. was an eminent man, who had demon- 
strated beyond doubt his ability to succeed in his 
chosen occupation. After some years honors began 
to come to him in profusion. One organization after 
another bestowed special recognition upon him. A 
few of the citations mentioned that he had a good 
wife, and some indicated that he had children; but 
no one gave their names. Outside of his close friends, 
there were few who even knew that he had any chil- 
dren. 

As a matter of fact, he was proud of his seven 
children. His two oldest sons had often worked long 
and hard at responsibilities in the home so that their 
father could have time to succeed professionally. His 
wife was a wonderful homemaker who made home a 
welcome haven. He had a sincere appreciation and 
love for her and once warmed her heart when he 
said to her: "I love to come home." Sometimes when 
he accepted an award, he expressed appreciation for 
her, but sometimes he forgot. 



A woman was being presented to the members of 
her ward to be sustained in an important position. 
The bishop reviewed other positions she had held 
and comphmented her highly for her achievements. 
She was asked to say a few words. She thanked the 
bishop for his kind words. She also indicated that 
she would need the help of the Lord and her asso- 
ciates if she were to achieve success in her new posi- 
tion. But she failed to thank her Heavenly Father, 
her husband, and her children for what they had 
already contributed to her life. Perhaps she intend- 
ed to do it, and it seems quite certain she did feel 
a deep gratitude to them. But could it be that she 
was thinking more of herself than of them? Or was 
she, perhaps, taking them for granted? 

Acknowledging Others 

The achievements of any individual are not sole- 
ly the result of his own efforts. Many persons have 
made contributions to his life. When honors come 
to us, therefore, we should keep in mind all who 
have helped us including those who are, as it were, 
in the wings. Obviously it may not be possible to 
mention each person specifically, but we should be 
able to find some way to make clear to our audience 
that we are not trying to take credit we do not de- 
serve, nor are we failing to recognize those to whom 
credit should go. "And in nothing doth man offend 
God, or against none is his wrath kindled save those 
who confess not his hand in all things. . . ." (Doc- 
trine and Covenants 59:21.) 

Moses was a great man and a noble servant of 
the Lord. But one time the Lord made clear to 



112 



THE I NSTRUCTOR 



him who it was that had contributed to his success : 

And the Lord spake unto Moses, saying, Take 
the rod, and gather thou the assembly together, 
thou, and Aaron thy brother, and speak ye unto the 
rock before their eyes; and it shall give forth his 
water, and thou shalt bring forth to them water out 
of the rock: so thou shalt give the congregation and 
their beasts drink. 

And Moses took the rod from before the Lord, 
as he commanded him. And Moses and Aaron gath- 
ered the congregation together before the rock, and 
he said unto them, Hear now, ye rebels; must we 
fetch you water out of this rock? 

And Moses lifted up his hand, and with his rod 
he smote the rock twice: and the water came out 
abundantly, and the congregation drank, and their 
beasts also. 

And the Lord spake unto Moses and Aaron, Be- 
cause ye believed me not, to sanctify me in the eyes 
of the children of Israel, therefore ye shall not bring 
this congregation into the land which I have given 
them. (Numbers 20:7-12.) 

The greatness of the commandment "Thou shalt 
love thy neighbour as thyself" (Matthew 19:19), 
lies in the following principle: We should do all we 
can to develop our own gifts, abilities, and poten- 
tialities. This is loving ourselves righteously. Any 
organization, or any relationship among human be- 
ings, is deficient to the degree that it does not per- 
mit this growth. But also, we should share with 
others because we love them as we love ourselves. 
We want them to grow. Our motive — the ultimate 
motive — in relating to them is to do anything we 
can to help them become eternal sons or daughters 
of our Heavenly Father. (See Doctrine and Cov- 
enants 35:2.) In our thinking, our feelings, and our 
total way of behaving, we recognize not only our- 
selves but everyone who has made or is making a 
contribution to our lives. 

An Eternal Organization 

It is a soul-warming experience to know that 
others love us and are concerned about us. In what 
other organization could we have a greater oppor- 
tunity to experience such love than in the family? 
Our Heavenly Father has indicated that the family 
is an eternal organization and the most fundamental 
one in the Church. As members of a family, if we 
can learn to think not only in terms of being indi- 
viduals but also in terms of being members of a 
divine organization, then we have added opportunity 
for joy and fulfillment, 

A mother once wrote these lines to members of 
her family: 

My dear ones, I have been away from you only 
three days but it seems like an eternity. For some 
of us it is unfortunately true that we have to lose a 
precious gift before we really appreciate it. Associat- 



ing together intimately in the home and being con- 
fronted with a multitude of daily, routine tasks 
sometimes causes us to think primarily of them and 
not of the other things — "the petals of the rose" 
which, combined together in one whole, constitute a 
beautiful flower. Being away from you has caused 
me to realize and feel more fully than ever before 
how much you mean to me. 

Randy, though you are only five, you have 
brought so much joy into our home. I am surprised 
and yet made to feel grateful at the intelligent 
things you say. As we came to the airport you were 
asleep on the back seat of the car. A tear came to 
my eyes as I sensed how much I love you and how 
few the years during which I will associate with 
you on a day-to-day basis. 

Ralph, do you know how happy you made me 
feel when you, in our family prayer, thanked the 
Lord for Dad and me and then asked our Heavenly 
Father to bless all the children so that they would 
help me more? ''Then Mom won't have to feel so 
tired," you said. 

Ray, you do so many things around our home 
without having to be asked to do them. Those are 
precious moments when every once in a while you 
slip up and whisper in my ear, "/ love you." 

Marleen, you are so sensitive and have your 
feelings hurt easily. But Fve noticed lately that you 
are really trying to be sensitive to the feelings of 
others. And the other day when you came to me 
and apologized for what you had said earlier, all I 
could do was hug you. 

Mary and Sharon, every day you achieve greater 
maturity, intellectually, emotionally, socially, and 
spiritually. In two years you will both be in college. 
We trust you and have never had to set a specific 
time that you "must be in" from your dates or other 
social affairs. I so much appreciate your sensitivity 
in knowing that we love you and are concerned 
about you. You try hard never to cross the 'sensitive 
line' in our relationships. 

Reed, my husband, I once wrote to you: "My 
dearest one, take my hand and lift me to that ec- 
stacy I feel when I am with you." I still feel that 
ecstasy and joy after twenty years of our marriage. 
In fact, I feel it more now than ever before. I can 
truly say that I love you in life's gray December 
even more than I loved you in May, because we have 
become more sensitive to each other's moods, we 
have learned how to complement one another, we 
have faced life's trials together and discovered ways 
to accept the things we cannot change and the 
courage, intelligence, and wisdom to change (with 
some measure of success) the things we can. 

May all of you know that your love is a safe and 
satisfying part of my life. It makes life's demands 
reasonable and aloneness unlonely. It motivates and 
supports me in all of my endeavors. Perhaps I might 
say it this way: when our souls fuse in the spirit of 
our Heavenly Father, then love has found a home. 
May He bless each of you always and in every way. 
Eternally, Mom. 

It is a soul-satisfying experience to have the sup- 
port of those who are in the wings. 



Library File Reference: HUMAN RELATIONS. 



MARCH 1967 



113 



WHY BAPTISM 
FOR THE DEAD? 



by Elder Theodore M. Burton 
Assistant to the Council of the Twelve 



When we are asked why baptisms for the dead 
are performed, it is easy to answer, "Baptism is an 
earthly ordinance and therefore must be performed 
on earth." A searching questioner wants to know 
why this is an earthly ordinance and why it can't 
be performed in heaven or elsewhere. 

The question of "why" is one of the most diffi- 
cult questions of all to answer. Only the Father 
could tell us exactly why, but sufficient has been 
revealed about baptism that we may find good rea- 
sons why baptism for the dead must be performed 
here upon this earth. I believe the key to this ques- 
tion can be found in the Latter-day Saint concept 
of the eternal nature of the family of God. To follow 
my reasoning, the teacher should read carefully all 
scriptures cited in the following paragraphs. 

The Latter-day Saint concept of life is that it 
began before we were bom on this earth. Paul taught 
in no uncertain words that we are the spirit children 
of God {Hebrews 12:9), and he taught that the Holy 
Ghost bears record of this fact. (Romans 8:16-17.) 
The Lord also explained to Abraham why we were 
placed upon this earth. (Abraham 3:25-26.) He said 
that we are placed on earth to prove our willingness 
to follow the plan which we formerly had accepted 
with joy (Job 38:3-7), and that we would be judged 
by our works done in the flesh. (James 2:14-26.) In 
fact, Peter reported that Jesus preached the Gospel 
to the spirits in prison (/ Peter 3:19-20) and ex- 
plained that it was done so that they might be 
judged by their works done in the flesh. (/ Peter 
4:6.) One of the most important of these works is 
baptism (Mark 16:15-16), for it is the key to en- 
trance into the family of God. 

Now Jesus was the Firstborn of all the spirit 
children of God the Father (Colossians 1:15) and 
the Only Begotten Son of God in the flesh. (/ John 
4:9.) The covenant of baptism is the covenant of 
adoption (Romans 8:15-17), by which we take upon 
us the name of Jesus Christ. (Galatians 4:5-7.) This 



(For Course 5, lesson of March 12, "We Have Been Given the 
Right To Choose"; for Course 19, lessons of April 2 and 30, "Bap- 
tism for the Dead — Temples" and "Foreordination and Pre-existence" ; 
for Course 29, lesson of May 14, "Work for the Dead"; and of general 
interest.) 



covenant we renew weekly as we partake of the sac- 
rament. (Doctrine and Covenants 20:77.) For this 
reason baptism is spoken of as the second birth. 
(John 3:3-5.) Baptism is likened unto our birth in 
the flesh (Moses 6:59-60); and as three fundamental 
elements are found in our birth in the flesh, so our 
birth into the family of God (/ John 5:7-8) simi- 
larly involves three elements which bring us into 
unity with God the Eternal Father. 

There is only one way to get back into the 
presence of God the Eternal Father in the flesh and 
that is through His Only Begotten Son, Jesus Christ. 
(Acts 4:11-12.) God had but one Son in the flesh; 
and if we are to enter God's presence, we must do 
so as adopted sons and daughters of Jesus Christ. 
(Moses 5:7-8.) Jesus Christ being the first fruits of 
the resurrection (/ Corinthians 15:19-23), He can 
lead us as His adopted children in the flesh into 
the celestial kingdom to dwell in the presence of 
the Father. (/ Corinthians 15:29; Doctrine and Cov- 
enants 76:20-24, 40-42, and 50-62.) 

Thus, the works done in the flesh are the ordi- 
nances by which we can take our resurrected bodies 
into the presence of God, the Eternal Father. (Doc- 
trine and Covenants 88:14-17, 27-29.) Since these 
ordinances, which include baptism as a fundamental 
requisite, pertain to the flesh, they are earthly ordi- 
nances. Such ordinances must be performed in mor- 
tality, for water and blood are two important 
elements found on the earth. Jesus taught that 
the sealing ordinances must also be performed on 
earth, since these, too, are a vital part of our earth 
life. (Matthew 22 : 29-30.) 

Thus, in summing up this matter, it appears 
logical to assume that all ordinances which pertain 
to our life in mortahty must be performed on earth. 
God instructed us that to Him all things are spiri- 
tual. (Doctrine and Covenants 29:34-35.) Thus, to 
God our Father, this earth life is only a part of our 
total existence, but it is a very important part which 
involves our free agency. Since ordinances pertain- 
ing to mortality must be performed on the earth, 
we must perform these ordinances by proxy for those 
who are dead. However, this does not infringe on 
the free agency of those who are deceased. They 
may accept or reject these ordinances. If we can 
remember to look at life as a whole, we will realize 
that God is a God of the living and not of the dead. 
(Matthew 22:32.) Hence, these earthly ordinances 
are part of our spiritual heritage, that through the 
atonement of Christ we may all have life eternal as 
resurrected beings. (/ Corinthians 15:22-23.) 



Library File Reference : BAPTISM FOR THE DEAD. 



114 



THE I NSTRUCTOR 














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To Us --Tlie Most Wonderful 

Mother Ever! 

A Flannelboard Story by the Hanks Children, as told to Marie F. Felt 



She lived in a little gray house on Salt Lake City's 
4th North, between Center Street and First West, 
when I knew her best. To me she was and is every- 
thing that a real mother should be. Honor and great 
joy have come to her through her children. They 
have a great story to tell about her, about the kind 
of a home in which they were reared, and about the 
influence she has had on them all their lives. Her 
name: Maude Frame Hanks. 

— The Author. 

Our story begins at LDS Business College where 
Maude Frame, a beautiful young girl with jet black 
hair, fair skin, and laughing blue eyes met Stanley 
A. Hanks, a young returned missionary. He lost no 
time in persuading Maude to become his wife. 

The first home of Stanley and Maude Frame 
Hanks was a httle, two-roomed house, but to them 
it seemed like the finest castle in all the world. Later 
they added more rooms. Then, as the years passed, 
seven children came to share their home — a wealth 
they would not exchange. 

It was wonderful to have them for our parents. 
Every day was a special day for us; not because there 
was anything special going on, but because Mother 
was always home. We knew when we opened the 
door after school that she would be there. She never 
worked away from home, even after Father's death, 
but somehow managed with what her children could 
earn. 

Each of us has fond memories of coming home 
from school to find hot bread on the table. We would 
cut off the crust and smother it with honey. Mother 
could make tempting and satisfying deep-dish meat 
pies, and rhubarb and peach pies — to feed a large 
family economically. We put up quantities of fruit 
over a hot coal stove, even in the hottest weather; 
and during the winter there was always a five-gallon 
can of honey or sorghum molasses. Mother was an 
excellent seamstress. She made most of our clothes, 
both for the girls and boys. [End of Scene /.] 

Father was injured seriously at the age of about 
28 or 29. One day at work a heavy trunk fell from 
a high shelf and struck him, breaking some vertebrae 
and permanently disabling him. Nevertheless, after 
this injury he set about learning to become a lawyer 
and thus continued to support his family. 

Father once said that if he could, he would take 



(For Course 3, lesson of May 14, "Mother's Day"; for Course 5, 
lesson of May 14, "Our Mothers Are Kind and Merciful"; for Course 
25, lessons of April 9 and May 21, "What Does the Home Teach?" 
and "Applying Your Teaching"; to support family home evening 
lesson 12; and of general interest.) 



US all to his law office, one in each pocket, he loved 
us so much. And we loved him, too. Each night we 
watched for him to come home and ran to meet him 
as we heard his whistle and the clicking of his cane. 
Father was always singing or whistling. He would 
sing or whistle as he repaired our shoes, and each 
Saturday night he would shine them in preparation 
for Sunday. [End of Scene //.] 

After Father's death, Mother's influence and re- 
sponsibilities became even greater. But the love that 
filled our home and lives did not diminish with 
Father's passing. Mother gave us a deep feeling of 
security. 

Mother was left with six children (one had died), 
and we had to earn our own livelihood. It became 
necessary for Mother to do many things that Father 
had done before. She was an expert painter, and 
sometimes, when it was impossible for the boys to 
finish cutting the wood, she took over the task. 

In spite of all adversities our lives were rich. 
Mother played the organ and piano. We always had 
music and were taught very young to sing duets 
together. Some of us learned to play the piano and 
violin. One night during a fierce thunder and light- 
ning storm. Mother gathered her frightened children 
around the piano and calmed us with stories and 
songs. 

Mother taught us to love poetry and good books.. 
We would gather around her while she read to us, 
and then we joined in discussing the author and 
what he said. So that we would have some of these 
poems for our own inspiration, Mother included 
them in diaries that she kept for each one of us. 
In each of our diaries is a record of all the impor- 
tant things that happened in our lives, including 
newspaper clippings, certificates, pictures of us and 
our friends. Now that we are grown, we treasure 
our diaries, not only for the information they con- 
tain but for the love and devotion that prompted 
them. 

Ours was a religion-centered family, too. Even 
during the days of the flu epidemic in 1918 when 
churches and school were closed, we held Sunday 
School at home. We learned to read from the Bible 
and to give talks just as we would do in regular Sun- 
day School. We memorized such passages of scrip- 
ture as the Ten Commandments and the Beatitudes. 

[End of Scene III.'] 



MARCH 1967 



115 



In our home we had very few toys. Although 
Mother's love was unbounding, she had to be very fru- 
gal and thrifty with material things. She was tal- 
ented also, for what we did have was mostly home- 
made. We were amazed to learn how many things 
Mother could do. We had handmade balls, and 
Mother would make kites and run down the street 
with us to help fly them, to the delight of all of us. 
She made us beanbags, dolls from hollyhocks, and 
balls from old stockings and string. Once she made a 
playable violin with an old cigar box and some piano 
wire. Another time she helped build a doll house 
and all the furniture. [End of Scene IV.'] 

One Christmas was especially hard, but Mother 
managed as usual. Each of us received one small 
present made by her own hands; and all of us to- 
gether received a sleek, swift, Flexible Flyer sled! 
There never was a more wonderful Christmas and 
never, ever, did children have more fun riding down 
the hills together over the shining, white snow, [End 
of Scene V.] 

Mother taught us honesty by being honest. Dur- 
ing the depression she was Relief Society president; 
and often our kitchen would be filled with vege- 
tables, cans of milk, and loaves of bread to be dis- 
tributed to the needy. It was difficult for some of 
us to understand why, in our own difficult circum- 
stances, we were never allowed to eat a vegetable 
or keep a loaf of bread. At times we thought surely 
just one loaf would not be missed, but we were never 
permitted to have even a taste of it. 

Though there were many things we did not have 
because we could not afford them, we never remem- 
ber any sense of deprivation or poverty. We knew 
that we were loved and wanted, and we never de- 
sired to change places with anyone. Mother believed 
in rules and demanded discipline and respect, and 
she never descended to argument or outburst or 



raising her voice. We were taught by example that 

home and family meant sharing, kindness, and love. 

As a poet once said, "Children are what their 

mothers are"; and this is what we are trying to be. 

[End of Scene VI.'] 

How To Present the Flannelboard Story: 

characters and Props Needed for This Presentation Are: 

Mother, standing. (ML45.) To be used in Scenes I, III, and 

VI. 
Lincoln and Maurine, standing. (ML46.) To be used in 

Scenes I, II, IV, and VI. 
Jeannete, Beulah, and Bruce, standing. (ML47.) To be 

used in Scenes I, II, IV, and VI. 
Maude May, standing. (ML48.) To be used in Scene I. 
Marion, standing. (ML49.) To be used in Scenes II, IV, 

and VI. 
Father repairing shoes. (ML50.) To be used in Scene II. 
Books. (Make simple drawing of books and color for 

Scene III.) 
Mother runnning down road with kite. (ML51.) To be used 

in Scene IV. 
Lincoln, Maurine, Jeannette, Beulah, Bruce, Marion on 

sled riding down snow-covered hill. (ML52.) To be 

used in Scene V. 
Still life props: loaf of bread (Scene I), jar of honey 

(Scene I), cigar box violin (Scene IV), stocking-and- 

string ball (Scene IV), hollyhock doll (Scene IV), 

boxes of food for needy (Scene VI). 

Order of Episodes: 

Scene I: 

Scenery: Indoor scene. 

Action: Mother in kitchen with all of the children. 
There is hot bread and honey. 
Scene II: 

Scenery: Indoor scene. 

Action: Father repairing the children's shoes with the 
children around him. 
Scene III: 

Scenery: Indoor scene. 

Action: Mother working on books for the children. 
Scene IV: 

Scenery: Outdoor scene. 

Action: Mother running down the road with a kite. 
Scene V: 

Scenery: Outdoor scene. 

Action: All children on sled riding down hill. 
Scene VI: 

Scenery: Indoor scene. 

Action: Mother with the six children in the kitchen, 
with boxes of food for the needy sitting around. 



Library File Reference: MOTHERS. 




116 



TH E I NSTRUCTOR 



"Teaching Insights^' — Third in a Series by Lowell L. Bennion 

THE GLORY OF MAN 



A teacher needs to remind himself frequently 
that the glory of man — as well as the glory of God — 
is intelligence. His students, on a bodily plane, may 
lack the grace of a deer, the agility of a cat, the 
wings of a bird, or the covering of a sheep. What 
they do possess that is unique is the quality of their 
minds as human beings and children of God. On 
the mind depends not only their rich mental satis- 
factions but also those satisfactions which derive 
from feeling as well. 

What a wonderful thing is the wide-eyed curios- 
ity of a child — his endless questions, his random ex- 
plorations, his reluctance to close his eyes in sleep, 
his insatiable love for adventure stories. Equally 
intriguing is the vigorous mind of youth which all too 
often is channeled into shallow and parasitical pur- 
suits which fail to satisfy his inner needs. 

To be fruitful, teaching must somehow quicken 
the mind — it must be intellectually exciting. This is 
as true of Gospel teaching as it is of weekday educa- 
tion. The same child goes to church and school and 
can be intellectually bored or reborn in either place. 
The Gospel includes things other than those intel- 
lectual — it includes faith, love, and relationships 
with God and man — but even these are dependent 
on the mind. The Saviour taught us to love God 
with all our minds as well as with heart and soul. 

My Kingdom for a New Idea! 

When a person — child, youth, or adult — comes 
to Sunday School, he has a right as well as a need 
to learn something new and significant. This he will 
do if the teacher in his preparation asks himself: 
"What new concept will my class learn today? What 
learning experience can I provide?" What the teach- 
er does not visualize in his lesson, his students are 
unlikely to see. 

The Gospel of Jesus Christ is food and drink for 
the mind as well as for the soul. From at least the 
age of 12, Jesus challenged even the wise men with 
His sayings. His words were neither dull nor deaden- 
ing but fresh, alive, and beautiful, causing His listen- 
ers and interrogators to think and to wonder. 

Questions: 

1. How does the Gospel teacher arouse the minds of his 
students? 

(a) What are some fruitless and frustrating ways? 

(b) What are some constructive ways? 



either in a book or in a lifetime of study. Here we 
can suggest only a few things to stimulate the teach- 
er's own thinking. 

Paths to Avoid 

(1) There is no merit in multiplying facts which are 
not related to fundamental concepts or to life. Learn- 
ing long lists of genealogy, the dimensions of the 
temple at Jerusalem, or even memorizing scripture 
for its own sake are questionable activities. 

(2) Neither should teachers elaborate the unknown, 
such as the fate of the sons of perdition, the loca- 
tion of the Ten Tribes, the geography of the Book 
of Mormon, filling in gaps of history, fictionizing the 
life of Jesus, or discussing how our Father became 
God. 

(3) In discussing problems, the teacher should avoid 
getting involved in contention or in issues which lead 
not to edification. This is as much a matter of at- 
titude, perhaps, as it is choice of subject. 

Ways to Stimulate Constructive Thinking 

(1) Define your terms. This is a wise approach to 
all fruitful discussion. Even famihar terms such as 
Gospel, grace, love, faith, humility, need clarifica- 
tion and some consensus in the class before intelli- 
gent discussion can be held. 

(2) Write new words on the chalkboard. An excel- 
lent teacher of 12-year-olds does this each Sunday, 
and the youngsters love to learn word meanings, 
stretching their vocabularies, their minds, and their 
Gospel knowledge. 

(3) Elaborate the known. Lead students to deeper 
insight into the great fundamentals: faith, repent- 
ance, baptism, prayer, love — instead of skimming the 
surface or getting lost in mysteries. 

(4) Seek ways to help students apply the Gospel in 
their own lives. Bring the teachings of the proph- 
ets and of Jesus out of scripture and ancient history 
into the here-and-now life of Joe and Mary. 

(5) Think of teaching as learning. Give your class 
members every opportunity to ask questions and to 
respond. Let them find the answers to thought- 
questions. Listen and be respectful of their answers, 
even excited about them on occasion. 



The above questions could not be answered fully Library Piu Reference: teachers and teaching. 



MARCH 1967 



117 



Superintendents 




THE MOST IMPORTANT 

ASSIGNMENT 



President David 0. McKay has 
said, "The purpose of the Gospel 
of Jesus Christ is to make evil- 
minded men good and to make good 
men better." The Sunday Schools 
have been assigned the responsi- 
bility to "teach the Gospel of 
Jesus Christ to every member of 
the Church." And thus we have 
had succinctly expressed for us 
the basic assignment of every Sun- 
day School superintendent. 

It is not enough merely to have 
a teacher in every classroom. If 
we approach our superintendent's 
assignment with that thought 
only, the loss of teacher dedication 
has a tendency to feed on itself, 
and each succeeding month class- 
rooms become more difficult to fill 
with both teachers and students. 
This approach inevitably leads to 
"misplacements." To maximize ef- 
fectiveness in an organization, we 
must assign the right person in the 
right place. This is extremely im- 
portant in the Sunday School fac- 
ulty. 

Ofttimes we find a teacher of an 
adult class who is better qualified 
to teach youth, and in the same 
organization a teacher teaching 
the youth who is better qualified 
to teach adults. The selection and 
appointment of the right teacher 
in the right class is the most im- 
portant decision to be made by 
those presiding. It should be done 
with discernment and prayerful 
consideration. In more difficult 
situations, it is wise to augment 
prayer with fasting to make sure 
the choice is best for all concerned. 
If the right choice is made and the 
call is consummated effectively, 
the time thus spent will later re- 
lieve many hours of concern, frus- 
tration, and anxiety. 



Careful discernment and con- 
stant evaluation of the faculty by 
the superintendency is a must for 
a good Sunday School. When a 
teacher is called, he is nominated 
by the superintendency to the 
bishop. It is a wise bishop or 
bishop's counselor who interviews 
in depth the new teacher when 
calling him to the important 
position of teaching members of 
his ward. If the teacher is called by 
the bishopric, is it not logical that 
he should be released by the bish- 
opric? Such an arrangement gives 
more dignity and an air of greater 
importance to the assignment. 

For convenience, the course re- 
sponsibility of the superintendency 
is divided into three groups: the 
superintendent: Courses 1 through 
9; one assistant superintendent: 
Courses 10 through 19; and the 
other assistant superintendent: 
Courses 20 through 29. In general, 
these three age-group classifica- 
tions represent teaching challenges 
unique to each group. This sug- 
gests the value of specialization. 
In his respective area of assign- 
ment, each member of the stake 
and ward superintendency should 
strive to become an authority in 
student relations, teaching meth- 
ods, and age-group characteristics. 

Under the new, small stake 
board plan the responsibility for 
training teachers comes directly 
under the ward superintendency. 
The ward Sunday School teacher 
trainer takes instruction and di- 
rection from the ward superintend- 
ency but receives aid and counsel 
from the stake Sunday School 
teacher trainer. The small stake 
board plan has the advantage of 
centering teaching responsibility 
— that is, teacher selection and 



teacher training — ^under the ward 
superintendency. 

To change the life of an indivi- 
dual for good becomes more diffi- 
cult as the individual grows older. 
Children are the most impression- 
able, teen-agers next, and adults 
the most staid. As the challenge 
varies, so does the successful ap- 
proach vary. To touch the lives of 
children takes a special talent and 
dedication. John Frederick Boyes 
(1626-1691) wrote: 

//, in instructing a child, you 
are vexed with it for want of 
adroitness, try, if you have never 
tried before, to write with your left 
hand, and then remember that a 
child is all left hand. 

To touch the life of the teen- 
ager requires an understanding of 
the problems of youth that most 
of us have forgotten. Plato said: 

Do not train boys to learning by 
force and harshness; but direct 
them to it by what amuses their 
minds, so that you may be better 
able to discover with accuracy the 
peculiar bent of the genius of each. 

To touch the lives of adults re- 
quires a maturity of thought, a 
background in the subject, and 
an ability to stimulate student 
thought. 

To waken interest and kindle 
enthusiasm is the sure way to 
teach easily and successfully. 

— Tyron Edwards. 

Teaching the Gospel and chang- 
ing the lives of individuals for good 
is perhaps the most important as- 
signment we will ever have — in or 
out of the Church. If there is a 
more important assignment, it 
might well be the selection and 
training of teachers to teach others. 
— Superintendent 
Roy den G. Derrick. 



118 



THE INSTRUCTOR 



Memorized Recitations 



For May 7, 1967 

Scriptures listed here should 
be recited in unison by students 
of Courses 9 and 15 during the 
worship service of May 7, 1967. 
These scriptures should be mem- 
orized by students of the respec- 
tive classes during the months of 
March and April. 



Course 9: 

(This scripture tells us that in 
Christ's day the people were 
taught that they must be baptized 
for the remission of sin.) 

"John did baptize in the wilder- 
ness, and preach the baptism of 
repentance for the remission of 
sins." — Markl'A. 

Course 15: 

(From this scripture we learn 



that the Lord revealed to the 
Apostle John 2000 years ago that 
an angel would restore the Gospel 
and it would be taught all over 
the world.) 

"And I saw another angel fly in 
the midst of heaven, having the 
everlasting gospel to preach unto 
them that dwell on the earth, and 
to every nation, and kindred, and 
tongue, and people." 

— Revelation 14:6. 



Answers to Your Questions 



Gifts for Mothers on Mother's Day Nonmembers and Church Positions 



Q. Is it permissible to present 
gifts to mothers in the worship 
service on Mother's Day? 

— Mount Ogden Stake. 

A. The Mother's Day tradition 
seems to have started with men 
wearing carnations in their lapels. 
We see no objection to presenting 
appropriate gifts to mothers on 
Mother's Day. However, anything 
that would take time for extended 
distribution and detract from the 
spirit of reverence in the worship 
service or a feeling of deep appre- 
ciation of mother by her children 
is entirely out of place in the Sun- 
day School. 



Q. Can persons other than mem- 
bers of the Church hold positions 
in the ward? 

A. Yes, with the approval of The 
First Presidency. See General 
Handbook of Instruction No. 19, 
page 53. 

Field Trips During Class Time 

r 

Q. Should Sunday School classes 
be dismissed to allow visits to such 
places as the new Visitors Center 
on Temple Square? 

A. No. It has always been our 
recommendation that the Sunday 
School schedule not be disturbed. 
If visits are arranged, with the 



approval of the bishop, they should 
be conducted at a time other than 
that of the Sunday School class 
period. 

Sunday School Minute Books 

Q, What do we do with our min- 
ute books after we are released? 

— A ward secretary. 

A. All books containing minutes 
of Sunday School meetings are to 
be deposited for permanent filing 
in the Historian's office-library 
archives only. Under no condi- 
tions are these records to be taken 
from the ward by the secretary 
when released. 

— General Superintendency. 



THE RISEN SAVIOUR 

This land has known the footsteps of our Saviour; 
Has heard His gentle voice from some green hill. 
As prophesied of old, the Nephites saw Him, 
Bowed low the knee and hearkened to God^s will. 

'Twas when that day had passed, that day of sorrow — 

When evil men had nailed Him to the cross — 

When darkening heavens had thundered out in anger — 

And earth was torn asunder at its loss: 

Then to this land He came, the risen Saviour, 

Bearing His Gospel to the listening ear. 

Rejoice! Rejoice! 0, NephVs land of promise! 
Give everlasting thanks that He was here! 

— Virginia Newman. 



COMING EVENTS 

March 26, 1967 
Easter 



Apriie, 8,9, 1967 
General Conference 



April 9, 1967 
Sunday School Conference 



May 14, 1967 
Mother's Day 



MARCH 1967 



119 



When a three-year-old leaves the familiar warmth of 

mother and family to enter into a new situation with 

strangers, his subconscious response is . . . 

Who Will Love Me? 



When a three-year-old child leaves his mother's 
side for a few hours on Sunday to enter the Nursery 
class at Sunday School, he is faced with an unusual 
situation. This transition is very difficult for some 
children. 

Recent research has made us aware more than 
ever that a child's earliest years are filled with frus- 
trating situations and confusing temptations. Lois 
Barclay Murphy^ draws on 12 years of observation 
and study to demonstrate that few norms exist in 
the behavior of a young child; each is an individual 
and unique in his approach to new situations. 

Parents and teachers often expect the three-year- 
old to take for granted the friendly interest of others 
and to respond accordingly. From the child's point 
of view, new people, places, and experiences seldom 
can be met so casually. The child's individual re- 
sponse is a result of his own unique previous ex- 
perience. 

Some children come to Sunday School eager to 
see all the new delights. Others seem to expect the 
worst and need a lot of loving guidance. Some are 
bewildered. Some may be hostile, resentful, or silent. 



^See Lois Barclay Murphy, The Widening World of Childhood; 
Basic Books Inc., New York, N.Y.; chapters 2 and 3. 



The child's feelings about newness come from the 
inside. The threat of separation from mother and 
family is disturbing. We need to give special atten- 
tion and deal patiently with those whose behavior 
indicates that they are troubled. Perhaps they do 
not know how to mingle or to enjoy other children. 

We can sum up a child's uncertainties with these 
questions: Who will help me? Will I be able to do 
what is expected? Will I be able to control my feel- 
ing and actions? Will I get scolded or punished? 
Who will love me, and whom can I love? 

As a child enters Course 1, he comes with a 
background unique to himself. Let us learn about 
him and then we can move forward together. 

The Part the Picture Plays 

Lessons and stories will be interesting and have 
meaning only if children and teachers both partici- 
pate. For instance, interpretation of the picture "A 
Happy Family" begins with the teacher having the 
children talk about their families. She should help 
them recall personal experiences as background for 
interpreting the picture story. 

Some children may do little more than name the 
characters. More mature children will ask questions. 



Lessons and pictures will have meaning only if the teacher 
and children both participate in the story experience. 



Blocks offer good opportunity for expression,^ especially 
for the timid, shy child who needs to feel he is creating. 




120 



THE INSTRUCTOR 



by Addie L. Swapp 
Teacher Improvement Lesson for May 



They may tell what the characters are doing, how 
they are feeling. They may see relationships. 

Raising the level of reaction to the pictures and 
helping the children express themselves are the first 
objectives in presenting the lessons. 

Creative Experiences 

There is nothing quite so delightful as seeing a 
young child wholly absorbed in expressing himself 
creatively. Creative expression can make a child 
realize that he is a worthwhile person and that he 
has good ideas. Here are some ways to help him 
grow creatively: 

1. Movement to music (a record player with a 
few carefully chosen records) contributes to en- 
riching the experiences of all the children. 

2. Block building for three-year-olds is rated 
high in all professional nursery schools. More teach- 
ers are becoming aware of the many values which 
blocks offer for self expression and emotional release, 
especially for a timid, shy, silent child who is having 
a difficult time learning to feel part of the group. 
Just having an idea makes him feel good. He is 
beginning to think! He is building his own mean- 
ings and ideas. 

3. A few choice books, attractively displayed, will 
beckon the children. A child who does not enjoy 
other children; a child who does not respond to the 
lesson, or a child who is hostile or resentful, can 
always be helped to change his attitude and develop 
interests in others when a warm, interested teacher 
enjoys books with him. 

4. Large crayons with the paper labels removed 
are excellent stimulation for creative experiences. 

5. Coloring allows children to express deeper feel- 
ings. Great individual differences are found in small 
children's responses to color. An observant teacher 
will get the best understanding of the child's feelings 
by observing his behavior in the situation and by 
listening to him tell his own story of his picture. 
Discourage coloring books and mimeographed pat- 
terns. We should help children become resourceful, 
not dependent, yet not pressure them beyond their 
ability to perform. 




fli >iwu»i,T m;' .., 



Coloring allows deeper expression of feeling than do other 
activities. A wise teacher will learn much by observing 
the child's own involvement in his coloring project. 



We often weaken children when we try to make 
them do what they cannot yet do. They want to 
feel big; our premature lessons make them, feel small. 

When we ignore readiness to learn, we run the 
risk of ruining relationships.^ 

When a three-year-old enters the classroom in 
Junior Sunday School and begins a new plan of his 
life, the teacher should meet him with pleasant as- 
surance that his needs will be satisfied. 



2James L. Hymes, Jr., The Child Under Six; Prentice-Hall, Inc., 
Englewood Cliffs, New Jersey, 1964; pages 122-123. 
Library File Reference : TEACHERS AND TEACHING— CHILD 

STUDENTS. 



MARCH 1967 



121 



Our Worshipfuil Hyran Practice 

Senior Sunday School Hymn for the Month of May 




Hymn: "Savior, Redeemer of My 
Soul"; author, Orson F. Whitney; com- 
poser, Harry A. Dean; Hymns — Church 
of Jesus Christ of Latter-day Saints, 
No. 155. 

Lest we fall into a sleepy rut in 
our hymn singing, it is well that 
occasionally we undertake the 
learning of a new hymn. This is 
one of excellent quality as to both 
hymn and hymn-tune. Like a new 
dress or a new sermon, a new 
hymn will provide us with a fresh 
outlook in our worship. 

Many years ago when we had 
fewer hymns, our people used to 
sing some of them to various melo- 
dies in order to freshen the inter- 
est. For example, "0 My Father," 
by Eliza R. Snow, was sung to at 
least six different tunes. Then 
again the process was reversed so 
that some hymns, "0 My Father," 
"Israel, Israel, God is Calling," 
"What Was Witnessed in the 
Heavens?" and still others were all 
sung to the same tune. This was 
in the days when there were few 
hymnbooks available, or the hymn- 
books contained only the words 
and not the music, or that not 
many people could read music. To- 
day many people have learned to 
read musical notation in grade 
schools. 

Our difficulties are all happily 
solved in the exercise of 10-minute 
hymn practices in our Sunday 
Schools. We gain proficiency in 
"singing unto the Lord" by par- 
ticipating in this Sunday School 
procedure. Those who can read 
words read them from the hymn- 
book; those who have no hymn- 
books may exert their memories; 
and those few who think they can- 
not sing melodiously are encour- 
aged to do the best they can. 



But participate they should, for 
the good of their souls. The 
words, not the tune, constitute the 
hymn; and the worshiping heart 
sends the message to Deity, who 
loves us and hears us. The Lord 
who loves a sinner will surely also 
love a mere monotone. 

"Savior, Redeemer of My Soul," 
was written by Orson F. Whitney, 
who was long known as "Bishop 
Whitney" and later became a mem- 
ber of the Council of the Twelve. 
The music which accompanies this 
hymn was written by Harry A. 
Dean of Snow College, Ephraim, 
Utah. He is a son of Joseph H. 
Dean who wrote both hymn and 
hymn-tune No. 231, "Before Thee, 
Lord, I Bow My Head." Notice 
that that hymn, as well as this 
month's hymn, is addressed to 
Deity. These are not petitioning 
prayers but are rather expressions 
of worshipful poetry and melody. 

To the Chorister: 

Unhappily, this music is pitched 
rather high. While people can sing 
as high as E Flat, still it is a strain 
when they have to sing it so often. 



The key of C, or even D, would be 
more comfortable. However, be 
gentle in asking your organist to 
transpose this music, for this is a 
difficult undertaking. Would you, 
perhaps, be willing to write out a 
transposed version for him? 

The tune is easy, natural, and 
pleasantly melodious. You will 
have no difficulty in teaching it. 

To the Organist: 

Notice the above invitation to 
transpose this music, if you can 
do it well. A very little practice 
will make you expert. I have some 
memory of impish years before 
age 10, when I occasionally vexed 
either the choir or congregation 
by playing the hymn too high or 
too low. I still change the keys, 
either up or down, as needed, but 
do so with more discretion. 

I would be willing to practice 
transposing for you, if that were 
possible! But the practice, as well 
as the glory of the achievement, 
shall be yours. May every success 
attend you! 

— Alexander Schreiner. 



EASTER MORN 

At the death of their Creator, 
The birds were strangely still; 
The great sun hid its face in grief. 
Death-quiet bathed the hill. 

Then, 

Flowers raised their drooping heads, 

The sun was glorious in return; 

The birds with joyous song rang out. 

And it was Easter morn. 

— Hazel M. Thomson. 



122 



THE INSTRUCTOR 



Junior Sunday School Hymn for the Month of May 



Hymn: "Love at Home"; composer 
and author unknown; The Children 
Sing, No. 126. 

Singing is a natural way for 
children to worship. 

Singing is one of the first ways 
a child might express himself spir- 
itually. 

Singing is a lasting way to teach 
young children a Gospel concept. 

To the Chorister: 

The hymn this month provides 
opportunity for the chorister to 
introduce the basic Gospel concept 
of love to the youngest child in 
Junior Sunday School. The gen- 
eral thought of this hymn text 
suggests that there is beauty and 
happiness all around us when we 
have love for each other. As the 
chorister, you should formulate the 
Gospel concept in your own words. 
(Remember, a concept is a thought, 
an idea.) Then make certain you 
communicate this thought to all of 
the children, it is the Gospel idea 
they will take home. 

You should be satisfied to teach 
a single concept thoroughly and 
accept the fact that some words 
or phrases will not be understood 
at this time. Help the children to 
sing the tune accurately by singing 
a phrase to them, then having the 
children repeat it after you. Direct 
some attention to careful pronun- 
ciation of words while they are 
singing, such as: love, home, joy, 
sound, abide, sweet, ev'ry side, 
doth, softly, and sweetly. Chil- 
dren should be helped to pro- 
nounce words correctly and care- 
fully. 

If you truly are a Junior Sunday 
School chorister you will always 
sing the hymn to the children as 
you remind them of the text, rath- 
er than attempt to do a "disjoint- 
ed musical reading" which has 
neither rhythm, melody, nor mean- 
ing. Could it be that you are too 
easily satisfied with the singing 



response and the actual sound of 
your young congregation? Why be 
satisfied with anything less than 
quality sound and an enthusiastic 
response from the boys and girls? 
Capitalize on the responses you 
observe as young children partici- 
pate in the worship service. Let 
these observations influence your 
manner of procedure. You will 
have some who sing enthusiastical- 
ly all through the hymn; others 
will participate in a limited way, 
singing only a familiar phrase or 
a repeated phrase; a few will sing 
or merely pronounce an occasional 
"key" word — and you may have 
some silent observers who wiU be 
only very careful listeners. The 
wise chorister is careful to com- 
municate with each of these groups 
during hymn practice. This is a 
vital part of teaching, and you are 
a Gospel teacher. 

To the Organist: 

The accompaniment for this 



hymn should be played in legato 
style, with careful attention di- 
rected to proper phrasing. Leam 
the hymn well enough so that you 
can play the accompaniment and 
also follow the chorister as she 
conducts. A sensitive organist an- 
ticipates the needs of the chorister 
and the congregation; this results 
in immediate assistance and sup- 
port to the singers. By contrast, 
one who is not sensitive needs a 
careful explanation, time to find 
the place, and finally gives delayed 
response. 

Careful preparation, teamwork, 
and knowing what is to be 
achieved in the worship service are 
all vital parts of the organist's re- 
sponsibility. If you are wondering 
about the amount of preparation 
necessary, here is a clue: prepare 
your prelude music so that you 
can play it with ease and reflect 
its true spirit. 

— Vernon J. LeeM aster. 



May Sacrament Gems 



Senior Sunday School 



Junior Sunday School 



"And the elder or priest shall Jesus said, "Peace I leave with 

"2 



administer it. . . ."^ 

'Doctrine and Covenants 20:76 



L. . . 



you. 

^John 14:27. 



Organ Music To Accompany May Sacrament Gems 



Andante 



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Robert Cundick 



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MARCH 1967 



123 



TEN miles isn't far when you are riding in a car, 
but when you are walking, it's a long way. 
Twenty-four thousand miles isn't far to an astro- 
naut streaking around and above the earth, but to 
a passenger on a sailing ship, it's a weary, six-month 
journey. 

"See those birds? They're land birds!" someone 
shouted on the evening of July 29, 1846. Most of 
the Mormon pioneers on the good ship Brooklyn 
rushed to the deck in hopes of seeing land. Where 
there are birds they must be land, but the fog was 
so heavy they couldn't see it. 

The "water pioneers" were weary, and some 
were sick from the many days they had traveled 
on the water; but now the voyage was over. The 
crowded quarters, the poor food, the rolling ship, 
soon would be things of the past. They went below 
to the big meeting room and prayed and sang to- 
gether. The words of "How Firm a Foundation" 
rang out grateful and strong. 

No Houses For Rent 

By afternoon of next day the breeze had blown 

away the fog, and the Brooklyn slipped into port 
beside another American ship. The bay was beauti- 
ful, but the land was a disappointment. These Saints 
from the East had never seen adobe Mexican 
houses, which to them didn't look like houses at 
all. The little town of Yerba Buena (now San 
Francisco) was then nothing but a dirty village. 

Mothers and fathers gathered up their children 
and their few possessions and went ashore to set 
up tents, some of them made from bed sheets and 
quilts. They built bonfires to cook their first meal 
on land. The population of the town was doubled 
with their arrival, and there was no food to buy. 

There were no houses to rent, but 14 families 
were allowed to move into the old Mexican customs 
office. In the long room that reached from one end 
of the building to the other, the families hastily 
put up partitions with quilts and settled down 
in quarters more crowded than on board ship. Some 
families moved four miles away to the Mission 
Dolores, a dilapidated building that hadn't been 
used for some time. The Saints cleaned, scrubbed, 
and repaired it. In one of the rooms Angelina Levett 
began the first English-speaking school in all of 
California. 

Brother and Sister Joyce were lucky. They 
were able to rent part of a cottage not far from the 
Plaza. The largest room was already rented to a 
Dr. Powell for a hospital; another room was a print 
shop where a clattering, banging old Spanish press 



In I8I1.6, when San Francisco was still the 

smally dirty village of Yerba Buenay the 

population doubled one July day with the 

unexpected arrival of . . . 

THE SAINTS 
FROM THE 
GOOD SHIP 
BROOKLYN 



by Helen Hinckley Jones'^ 

was set up. The Joyce family occupied a bedroom 
and the kitchen. 

Many families lived in military tents until new 
houses could be built. The men would have liked 
to start building at once, but first they had to 
pay a debt. 

The Debt 

The Mormons had promised the ship's captain 
$1200 a month for the voyage from New York. 
Now Mr. Richardson wanted to be paid, and the 
Mormons had no money. It wasn't his fault, Mr. 
Richardson maintained, that a storm had blown 
the ship off course almost to Africa; that they had 
had to put in at Robinson Crusoe Island; that they 
had been detained in Hawaii longer than they had 
expected; that it had taken six weeks to sail from 
the Islands. The Mormons did not argue. They 
wanted to pay the bill. The strongest men went 
across the bay to Mill Valley and cut and sawed 
a load of timber which Captain Richardson accepted 
in place of money. 

Ship's Bread For Sale 

The Saints could have endured the makeshift 
shelters, but they were always hungry. The only 
available food was Mexican wheat which had been 
threshed by driving horses over the wheat spread on 
the ground. Before the whole kernels could be boiled 
into mush, they had to be washed carefully to 
remove the gravel, sand, and bits of horse droppings. 
Boiled wheat for breakfast, dinner, and supper was 



(For Course 5, lesson of May 7, "We Love Our Neighbors"; for 
Course 7, lesson of May 14, "Water Pioneers"; for Course 9, lessons 
of March 26 and May 21, "A Leader is a Builder" and "A Leader 
Shares"; for Course 11, lesson of April 4, "Church Beginnings in 
California"; to support family home evening lesson 9; and of general 
interest.) 



*Helen Hinckley Jones teaches at Pasadena City College; she 
has written several books and many articles and stories. She teaches 
a Gospel Doctrine class and is a member of her stake Relief Society 
board. Her husband is Ivan C. Jones. They have two children and 
live in Pasadena Ward. Pasadena (California) Stake. 



124 



TH E I NSTRUCTOR 




Buena, but Mormons do not like 
to be idle. Three Robbins broth- 
ers pooled their money, bought 
a horse for a thousand dollars, 
repaired a cart, and went into the 
transfer business. William Evans 
started a tailoring business, and 
his wife and son helped him. Most 
of his trade was with the few wealthy 
Spanish people in the area, and his 
children all learned to speak Spanish. 
Brother Williams built a wharf. Every- 
one helped to build a school and a church. 
Twenty men went up the San Joaquin 
River and built a sawmill and a big log 
house, and they planted and fenced eighty 
acres of good farm land. They hoped Brig- 
ham Young would bring all the Saints to 
California. 



Gold! 



the daily fare; sometimes served plain, with salt, 
or on special occasions, with molasses. 

One day word spread through the village that 
a whaling ship was in the bay and that it had some 
ship's bread for sale. The women rushed to buy it; 
but they found afterward it was so hard it had 
to be broken with an axe, and it was moldy all 
the way through. They soaked it in water until it 
was soft, but it tasted awful. The women obtained 
permission to scrape the fat from a pile of hides 
waiting for a cargo ship, and with this they made 
beef lard and fried the soaked bread in it. This made 
it a little better, but far from delicious. 

That Christmas a cook from the hospital room 
in the Joyce house brought Sister Joyce a wonderful 
present; a quart of beans and two slices of bacon. 
Later Dr. Powell brought a gift, too: one slice of 
ham and a piece of butter the size of a walnut. He 
told them where half a barrel of flour could be 
bought, and Brother Joyce bought the flour and 
carried it home on his back. Then Sister Joyce 
made a cake. She baked it by putting it in a tin 
pan, covered with another pan, in the hot coals 
of her fireplace. 

They felt it would not really be Christmas if 
they ate such good food alone, so the Robbins 
family was invited to share it. Sister Robbins, 
eating the pork and beans and looking happily at 
the cake said, "This is lovely, isn't it? Just like 
Boston." 

No Paid Jobs 

There were no paid jobs available in Yerba 



In 1849 everything changed for the California 
Saints. When gold was discovered, Sam Brannan's 
California Star told the world about it. The Cali- 
fornia population doubled and redoubled. All 
the Mormons had opportunity to become rich. 
The men could seek gold or they could work at 
their trades. The women could cook, sew, manage 
hotels and rooming houses, even launder clothing. 
It became so hard to get laundry done that some 
men sent their white shirts all the way to China to 
be washed and ironed. 

But few of the Saints were deeply interested 
in this new wealth. From the first week of their 
arrival they had held Church services, and most 
of them wanted to go on to the Valley to be with 
the other Mormons. As soon as those families had 
money for supplies, they left the gold-rich country 
and traveled eastward to Great Salt Lake City. 

Others remained in California, settling in areas 
from Santa Rosa on the north to San Bernardino 
on the south. Brigham Young wrote to the Saints 
who decided to stay in California: "... You are in 
a goodly land . . . in process of time the shores 
of the Pacific may be overlooked from the Temple 
of the Lord. . 



"1 



References: 

Annaleon D. Patton, California Mormons; Deseret Book 
Company, Salt Lake City, Utah, 1961; pages 1-30. 

Ray B. West, Jr., Kingdom of the Saints; The Viking 
Press, New York City, New York, 1957; pages 186-187. 

Helen Hinckley Jones, Over the Mormon Trail; Chil- 
dren's Press, Chicago, Illinois, 1963; pages 15-25. 

Kate B. Carter (compiler), Heart Throbs of the West; 
Daughters of Utah Pioneers, Salt Lake City, Utah; Vol. 
Ill, 1941, pages 300-302; Vol. VII, 1946, pages 389-402. 

^Journal History; "An epistle ... to the Saints in California 
under the presidency of Elder Samuel Brannan, August 7, 1847." 
Library File Reference: CHURCH HISTORY— CALIFORNIA. 



MARCH 1967 



125 



THE POWER 
OF "BEING" 

by Marshall T. Burton 

It was a beautiful spring day and excitement ran 
high in the home of a small family that had just 
been blessed with the arrival of a baby sister. The 
father and two sons were preparing to go to the 
hospital in the great anticipation and joy that comes 
with bringing home a new baby. As they were about 
to leave the house, the telephone rang. The boys 
listened intently and watched the expression on their 
father's face. Something had gone wrong. As the 
father hung up the telephone with a quiet "good- 
by," a furrowed brow replaced his recent smile. 
Slowly he turned to the two boys and said in a quiet 
voice, "Boys, that was the hospital. Your mother 
has developed a blood clot; they do not anticipate 
that she can live very long." 

The ride to the hospital was a silent one, and in 
a short time this father and his two sons stood 
beside the bed of a dying wife and mother. From 
under an oxygen tent, and with a slight smile on her 
face, the mother looked at her husband and said, 
"Take care of my children." 

She then turned and looked at her sons, and 
with the same faint smile said, "Take care of your 
father and your sister — and be good boys." With 
that she passed quietly from mortality. Her dying 
words were profound: "Be good boys." 

Those three words, often tritely spoken, contain 
the secret of a successful and happy life; for the 
fulness of life does not exist in the things we possess, 
but in what we are. How well the Saviour expressed 
this when He gave the great Sermon on the Mount, 
which includes the Beatitudes! All of the Beati- 
tudes are exhortations — not of acquisition but of 
being and becoming. The Saviour reemphasized the 
same great truth many times during His ministry, 
as is noted in His profound question and exhorta- 
tion: 

For what is a man profited, if he shall gain the 
whole world, and lose his own soul? or what shall a 
man give in exchange for his soul? (Matthew 16:26.) 

Our Redeemer stands as the great living example 
of His own teaching. He never sought, nor did He 

(For Course 5, lessons of April 23 and May 21, "The Poor In 
Spirit," "Those Who Are Humble and Teachable," "The Meek Are 
Humble in Spirit," "For of Such Is the Kingdom of Heaven"; for 
Course 13, lessons of April 9 and 16. "Obedience" and "Service"; 
for Course 27, lessons of March 12 and April 30, "The Coining of 
Man" and "Conditions of Membership"; to support family home 
evening lessons 8 and 10; and of general interest.) 



ever possess, an overabundance of worldly goods; 
and yet He was bom to be, He lived to be, He died 
to be, and He forever will be the Saviour and Re- 
deemer of mankind. 

Yes, He was perfect, for perfection exists in giving 
and being, not in having and receiving. How Pilate 
must have realized the profound significance of this 
during the last hours of the Saviour's life! Having 
Jesus scourged, and as a last resort to free his own 
troubled conscience, Pilate had Christ arraigned be- 
fore him once again. In frightened, troubled tones 
he demanded, "Whence art thou?" The answer came 
in the unspoken, penetrating silence that emanated 
from Him who exemplified all He had taught. In 
desperation, Pilate made a second demand by re- 
minding Jesus that he, Pilate, had the power to 
crucify and the power to release. This second dec- 
laration was followed by the Saviour's quiet and 
masterful reply, "Thou couldest have no power at 
all against me, except it were given thee from above." 
(John 19:11.) How the pagan must have realized 
that though a ruler, he was not king; and though 
he possessed a kingdom, he was not master over 
those he ruled! 

Having Versus Being 

Yes, the power of "having" ultimately must bow 
to the inner strength of "being." This great strug- 
gle with "having," however, still goes on. Today, 
perhaps more than ever before, we find ourselves 
living in a very materialistic world. Men and na- 
tions alike seem to be obsessed with the proposition 
that happiness, success, and peace depend on the 
acquisition and possession of material wealth. Thus, 
more and more time is spent in "getting," and less 
and less in being living examples of those basic prin- 
ciples upon which peace and happiness ultimately 
depend. 

The history of mankind in ages past bears silent 
and solemn testimony to the profound truth that 
the peace and contentment of "having" is shallow, 
transitory, and even degenerating if we do not pos- 
sess the inner strength that comes from being true 
to the challenging call: "Be ye doers of the word." 
{James 1:22.) 

Yes, only in seeking first the kingdom of God 
and living in harmony with that dying mother's plea 
can her family enjoy (and we, also) the fulfillment 
of our Saviour's sublime promise: 

Peace I leave with you, my peace I give unto you: 
not as the world giveth, give I unto you. Let not 
your heart be troubled, neither let it be afraid. 
{Johnl4:27.) 

Library File Reference: SPIRITUAL LIFE. 



126 



THE I NSTRUCTOR 



WHY AND 
WHY NOT? 




Junior Sunday School 



WHO GREETS CHILDREN AT THE DOOR 
OF THE JUNIOR SUNDAY SCHOOL CHAPEL? 

Those who greet the children as they enter the 
chapel each Sunday morning should initiate a spiri- 
tual experience for all who attend, 

A smile, a personal recognition from the member 
of the bishopric, the member of the superintendency, 
and the coordinator, makes each child feel an im- 
portant responsibility. Such a greeting makes the 
child want to share with others a good feeling — a 
spiritual experience. 



Each child receives a nod and a smile from a 
teacher who welcomes him to join other members 
of his class as they gather in worship service. 

A newcomer to the Sunday School is recognized 
at the doorway by the officers. He has a special 
greeting and is helped to find his place. The class 
members welcome him with a warm smile of accep- 
tance. 

Sometimes there are a few children in each group 
who may be having a difficult time to feel that they 
are contributing members. A class member may be 
assigned as a special friend each Sunday morning 
to give these children a special greeting. 

The organist contributes to a warm spiritual 
greeting as she begins to play lovely music soon 
after the children begin to enter the chapel. 

Careful planning and preparation on the part of 
those responsible for Junior Sunday School make a 
reverent welcome possible. 

— Junior Sunday School Committee. 



THE BEST FROM THE PAST 



Abbreviations on the chart are as follows: 

First number is the year; second number is the month; 

third number is the page. (e.g. 60-3-103 means 1960, 

March, page 103.) 



Fbs — flannelboard story. 

Isbc — inside back cover. 

Conv — Convention Issue. 

CR — Centennial Reprint. 

* — not available. Use ward library, 



Cs — centerspread. 
Osbc — outside back cover. 







SUNDAY SCHOOL COURSE 


NUMBER 












May 


1 


la 


3 


5 


7 


9 


11 


13 


15 


19 


25 


27 


29 




59-3-96* 


59-3-102* 


61-2-39 


61-3-93 


57-2-Cs* 


61-3-84 


56-9-Cs, 


59-3-73,* 


61-2-39, 


61-2-42 


61-2-46 


61-3-82 


61-3-75, 
105 

64-3-89 

66-9^-340 


7 


61-3-Cover 
63-4-140 


61-2-Isbc 

61-6-206 

61-9-302 


63-4-118, 
Fbs 

65-3-100 
65-7-Cs 


63-3-77 

66-5-160, 
177 


59-5-Cs 
63-3-108 


65-3-85 


Fbs 

66-8-Isbc 


77, 80 
61-3-78 
65-3-112, 


52 
61-3-73 

63-3-88 


61-3-82 

65-2-Fbs 

66-9-Isbc 


63-3-77, 
88 

65-1-Cs 


65-3-112 
66-3-86 


66-3-83 


61-11- 


66-7-258 


66-7-Covei 






116 


65-3-95, 


66-10-380 


65-3-85 








66-4-150 


Cover 




66-11-424 








65-11-Isbc 


100 




90, 102 








66-12-488 


63-1-35 
63-4-Cove: 


66-9-344 










66-4-CR 














66-11-426 
















66-3-92, 








62-2-54* 


S3-3-79, 90 


59-3- 


59-3-C9,* 


56-8-241 


65-3-85, 






61-3-76 


65-3-Isbc 


59-3-78* 


61-3-102 


63-8-275 




62-4-142 


B5-5-208 
65-6-202 


Cover,* 


104 


58-7-193 


102 






63-3-90 


66-7-250 


63-3-77, 88 


65-3-88, 


65-3-97 




62-9-Cover 


104 


63-3-95 


61 4-Cs 










66-9-Isbc 


65-3-85, 


115 


65-11-Cs 


14 


65-4-130 


66-11-435 


63-3-95 
64-3-94 
65-3-103 


64-2-66 
64-3-94 

65-3-Fbs 
65-4-163 






Review 


Review 






90, 102 
66-3-81, 92 




66-1-36 




62-4-142 


59-3-106* 


59-3-73* 


59-3- 


54-4-Cs 


61-3-107 


57-11-Isbc 


59-3-75* 


54-11-Cs 


59-3-77* 


59-3-90* 


61-3-Isbc 


65-3-97 




B2-5-Cover 


61-5-150 


61-2-50 


Cover* 


54-8-Isbc 


65-3-115 


61-3-88, 


61-2-52 


59-3-84* 


64-3-89, 92 


61-3-80 


65-3-116 


66-4-123 
66-9-351 




172 


S3-1-18 


61-3-78, 


61-3-102 


59-3-Fbs* 




105 


63-3-90 


61-1-19 


65-3-112, 


63-3-92 


66-1-36 


21 






102 


63-3-Cs 


63-7-229 




65-8-Isbc 


65-3-90, 


61-3-Fbs 


116 


65-3-93, 












66-11-425 


64-2-52 

65-5-183 
65-7-Cs 


66-10- 
Cover 






102, 115 

66-3-84, 92 
66-8-296 


66-3-81 


66-9-340 
66-10-Isbc 


115 
66-3-84 








57-4-128 


57-2-Isbc* 


59-3-86* 


59-3-83* 


61-2-48 


63-3-86 


59-3-75* 


57-3- 


54-12-Cs 


59-3-78* 


63-3-92 


61-1-19 


63-3-84, 
110 

65-3-97 

'66-3-90 




63-3-Cover 


59-3-77* 


61-2-68 


63-3-86 


63-3-90, 


65-3-90, 


61-2-Isbc 


Cover, 


63-2-Isbc 


63-3-90, 


64-3-89 


61-3-93 


28 


63-4-140 
66-12-476 


65-3-116 
65-8-308 


61-3-100 
63-3-100 


65-6-219, 
232 


104, 108 


95, 100 
66-11-426 


63-3-86, 90 


63-3-86 


63-3-90 
64-3-92, 96 


Cs, 104 
64-3-92, 96 


65-3-92 


63-3-77, 8f 
100, 110 








66-9-349 


65-7-Cs 








66-7-247 


65-3-Isbc 


65-3-100, 
115, Isbc 

66-6-208 




65-3-95, 
100, 115 

66-1-21 





MARCH 1967 



127 



THE SEVEN 
CARDINAL VIRTUES 

In search of a pattern of conduct acceptable to God 
and man, Christian leaders for many centuries have 
talked about the seven deadly sins and the seven 
cardinal virtues. Pride, anger, envy, sloth, avarice, 
gluttony, and lust have been called the seven deadly 
sins. Wisdom, justice, temperance, fortitude, faith, 
hope, and charity are the seven cardinal virtues. We 
cannot overestimate the importance of the cardinal 
virtues in building a wholesome, responsible life. 



by Leland H. Monson 



The Power of Wisdom 



Wisdom is so important that Walter E. Agard, 
writing in the Virginia Quarterly Review, notes that 
we Hve in an age of "briUiance without wisdom, 
power without conscience." What an indictment of 
American civiHzation! Wisdom requires that we 
use the tremendous powers we have — apolitical pow- 
ers, economic powers, educational powers, atomic 
powers — to build, not to destroy, a world. We ought 
to develop wisdom enough to use our power wisely. 

Wisdom has more to do with the character of a 
man than it has to do with his intellectual prowess. 
Acquisition of knowledge, though it gives power, 
does not necessarily develop wisdom. Wisdom springs 
from spiritual sensitivity and moral integrity. 

We are told in the story of Job how we can 
attain wisdom: "Behold, the fear of the Lord, that 
is wisdom; and to depart from evil is understand- 
ing." {Job 28:28.) Fear in this quotation means 
awe or reverence. Reverence for the Lord, spiritual- 
ity, plus shunning evil, moral rectitude — that is what 
Job meant by wisdom. Wisdom, he felt, is rooted in 
our integrity of character. 

Solomon adopted the same point of view con- 
cerning the spiritual and moral foundations of wis- 
dom: 

My son, . . . say unto wisdom. Thou art my sister; and 
call understanding thy kinswoman: that they may keep 
thee from the strange womnn, from the stranger which flat- 
fereth with her words. (Proverbs 7:1, 4, 5.) 

The wise man has purity of character enough to 
build such a moral life. Wisdom issues from disciplin- 
ing the mind, but more from maturing the emotions, 

(For Course 9, lesson of April 9, "A Leader Has Faith"; for Course 
11, lesson of April 23, "Handcart Companies" and "Conquering the 
Desert"; for Course 13, lessons of March 5 and April 16, "Faith" 
and "Service"; for Course 15, lesson of March 12, "Jacob"; for 
Course 19, lesson of March 5, "Faith and Works"; for Course 27, 
lesson of April 30, "Conditions of Membership"; to support family 
home evening lessons 8, 9, and 15; and of general interest.) 



cultivating a rich and fruitful spiritual life, and from 
seeking it through prayer. 

If any of you lack wisdom, let him ask of God, that 
giveth to all men liberally, and upbraideth not; and it shall 
be given him. {James 1:5.) 

Do Justly 

Since Old Testament times there has been a 
crying need for the second cardinal virtue, justice. 
The fiery Old Testament prophets condemned the 
insincere ritualism of the period. "Let judgment 
[justice]," wrote Amos, "run down as waters, and 
righteousness as a mighty stream." {Amos 5:24.) 
And Micah appealed to the people, saying: 

He [God'] hath shewed thee, O man, what is good; and 
what doth the Lord require of thee, but to do justly, and 
to love mercy, and to walk humbly with thy God? {Micah 
6:8.) 

Micah, like many Old and New Testament writ- 
ers, called for social justice as well as individual 
justice. 

King Benjamin, in the Book of Mormon, did like- 
wise. He said: 

Perhaps thou shalt say: The man has brought upon him- 
self his misery; therefore I will stay my hand, and will not 
give unto him of my food, nor impart unto him of my sub- 
stance that he may not suffer, for his punishments are 
just — 

But I say unto you, O man, whosoever doeth this the 
same hath great cause to repent; and except he repenteth 
of that which he hath done he perisheth forever, and hath 
no interest in the kingdom of God. {Mosiah 4:17, 18.) 

It was Jesus Himself who answered the question 
first asked in the world's beginning, "Am I my 
brother's keeper?" He gave an affirmative answer. 
He listed as the second great commandment, "Thou 
shalt love thy neighbour as thyself." One cannot be 
a good Christian and not work for social justice. 

And we do not always measure up to God's 
standard of justice. Someone said that "the Indian 
scalped his enemies" and concludes by noting, "but 
the white man skins his friends." 



128 



THE INSTRUCTOR 



Christianity asserts that every man has the pos- 
sibility of being a dignified, noble, sublime creature, 
that he has been endowed with certain inalienable 
rights. In justice, we should see that every man has 
these rights. 

We cannot make men moral by legislation, but 
we can legislate behavior, restrain the heartless from 
exploiting those less fortunate than they. We can 
do much with legislation to cure man's inhumanity 
to man. The Christian should work in every possible 
way, individually and collectively, to make justice 
prevail in the world. Every Christian should ask 
himself, can I do justly, love mercy, and walk hum- 
bly with my God? 

Temperance: The Least Understood 

Temperance is perhaps the least understood of 
all the seven cardinal virtues. Most of us restrict 
it to prohibition of liquor and tobacco, tea and cof- 
fee. The New Oxford English Dictionary, which de- 
fines words in terms of their meanings in different 
periods of time, makes it perfectly clear that tem- 
perance, in 1611 when the King James edition of the 
Bible was translated, calls for self-discipline, self- 
control. We cannot eradicate anger from our lives, 
for it is an emotion that is built into each one of us. 
But we can learn to control it. We can discipline 
ourselves emotionally to a point where we can learn 
to love an enemy. When we do, we are practicing 
the virtue of temperance. 

Self-control, self-discipline! How this power is 
needed in our time! With self-control, we can man- 
age our sex drives, our excessive hunger for food, 
our lust for wealth and power, and many other bes- 
tial qualities. We can and should, as Christians, learn 
to control our appetites and instincts. They are 
God-given and good, but they must be controlled. 

We cannot control our appetites and instincts 
by the use of reason alone. We need the help of the 
Master. The power of self-control is Christ-control. 
Paul used the term in-Christ over 160 times in his 
letters. He meant by this term the influence and 
power of Christ. Christianity is a power. Just as a 
man holding the Holy Melchizedek Priesthood can 
get a power by means of which he can heal the sick, 
even so we can get a power through Christ by means 
of which we can exercise self-control. President 
David 0. McKay feels it so strongly that he often 
says, "What you think of Christ will determine 
what you are." There are reservoirs of power above 
and beyond the world which we can tap, and which 
will make it possible for us to discipline ourselves. 

The Source of Courage 

Courage, the fourth cardinal virtue, has long 
been considered a manly virtue. It is often thought 



about in terms of two aspects: physical courage and 
moral courage. Of the two, perhaps the most needed 
in our day and time is moral courage, the ability to 
say no, when appetites and instincts dictate yes. It 
is easy to live according to the world's opinion, diffi- 
cult to follow one's own. It takes a strong and good 
person to stand out and be different from the crowd. 
At the peak of his controversy for the abolition 
of slavery, Wendell Phillips, America's great public 
speaker, said: 

It is easy to he brave when all behind you agree with 
you, hut the difficulty comes when nine hundred and ninety- 
nine of your friends think you are wrong. Then it is the 
brave soul who stands up, one among a thousand, but re- 
membering that one with God makes a majority. 

Remembering this advice, we shall not lack courage. 

It takes courage also to accommodate oneself to 
the decrees of destiny. With courage, a physical 
handicap frequently becomes a stepping stone to 
greatness; without courage, it induces pessimism, 
despair, and ultimate defeat. Every one of us can 
think of numerous examples of each type. 

But noWj we ask, where is the source of courage 
to fight fear, worry, and defeat. It is to be found in 
a whole-hearted, whole-souled belief in the divine 
Sonship of Jesus. With such a genuine faith, the 
individual can feel that he and God can accomplish 
that which seems impossible. To have the highest 
form of courage, man must tap the great reservoirs 
of power above and beyond himself. One of the sad- 
dest experiences of life is to witness people facing 
tragic situations, desperately in need of a sustain- 
ing power, but not knowing where to turn. 

These first four cardinal virtues are accepted 
both by the great pagan thinkers and by the expon- 
ents of Christianity. Rome and Greece found wis- 
dom, justice, temperance, and fortitude acceptable 
patterns of conduct, even highly praiseworthy. And 
the Old Testament prophets and Jesus found them 
equally acceptable. 

Faith: A Principle of Action 

Turning to the final three — faith, hope, and 
charity [love], we find something that is distinctly 
Judeo-Christian. "Faith is the substance [assur- 
ance] of things hoped for, the evidence [proof] of 
things not seen." It is a whole-souled trust. It is a 
principle of action; it is used with powerful results 
in many forms of activity. 

The farmer who sows the seeds has faith they 
will germinate and mature. The scientist who con- 
ducts an experiment has faith that he will discover 
a truth. The businessman who organizes a business 
has faith that he will be able to sell his product. 
Columbus had faith that he was being led in the 

(Continued on following page.) 



MARCH 1967 



129 



THE SEVEN CARDINAL VIRTUES (Continued from preceding page.) 



direction of discovery. And many men have faith in 
the great God who upholds and sustains the uni- 
verse, a faith that leads to self-discipline. 

Faith in God is a principle of power. By faith 
the sick are healed, the fearful are given courage, 
the sinful are assured of the forgiving power of 
Christ, and the burdens of the heavy laden are made 
lighter. 

And we can all cultivate faith, but we must obey 
four principles: (1) we must have a desire for faith; 
(2) we must be aware that faith is a gift from God 
and be humble enough to ask Him for the gift; (3) 
we must read the four standard works of the Church, 
and finally, and perhaps most important, (4) we 
must experiment with the principles Jesus enun- 
ciated in the Sermon on the Mount, we must utilize 
them in solving the problems of life. 

Alma recommended experimental faith. (See 
Alma 32.) Anyone who will learn to forgive those 
who have wronged him, who will refuse to gossip, 
who will not return evil for evil, who will refuse to 
counsel God, or who will not judge others unrigh- 
teously, will know the truth of the doctrines and will 
recognize their divine authorship. Jesus spoke with 
emphasis on the principle, saying: 

// any man will do his will, he shall know of the doctrine, 
whether it be of God, or whether I speak of myself. {John 
7:17.) 

Faith that is rooted in a personal conviction and 
that results in a commitment to live on a higher 
plane can activate high moral principles in a man's 
life. 

The Light of Hope 

Hope, the sixth cardinal virtue, is far from being 
the prevailing tone of our society. Our literary 
artists complain of there being no meaning or pur- 
pose to life. History, to many of them, is a long 
series of gloomy forebodings. They are disappointed 
with science, technology, government, political pro- 
grams, and religion. Seventeen contributors to 
Suicide of a Nation, published in England in 1964, 
see education as hopeless, Parliament as amateurish, 
industry as lagging, and society made up of con- 
formists. It is frankly a pessimistic view of life. 
Those contributors cannot see any increasing pur- 
pose in the history of civilization. 

And yet those who have looked Christianity 
searchingly in the face have found in the New Testa- 
ment a buoyant, exhilarating view of the future. In 
place of egoistic tendencies of our dispositions, our 
single selfishness and compulsive greed, Christianity 
puts God into the picture. The Biblical hope is not 



centered in man, nor in his weakness, but in God 
and His power. God is directing the destiny of na- 
tions. This philosophy of history is everywhere pres- 
ent in the Bible and the Book of Mormon. Shakes- 
peare used it in his tragedies, Carlyle in his History 
of the French Revolution, and Lincoln in his famous 
messages to the nation. It was God who led the 
children of Israel out of Egyptian slavery into a 
promised land. It was God who threshed the king- 
dom of Israel and the kingdom of Judah with As- 
syria as the whip. It was God who directed Lehi 
to this promised land. 

Lincoln stressed the concept that God rules the 
worid in his "Meditation on the Divine Will." He 
wrote: 

The will of God prevails. In great contests each party 
claims to act in accordance with the will of God. Both may 
be, and one must be wrong. God cannot be for and against 
the same thing at the same time. In the present civil war 
it is quite possible that God's purpose is something different 
than the purpose of either party; and yet human instru- 
mentalities working just as they do are the best adaptation 
to effect His purpose. 

Through the ages sincere Christians can see the 
creative energies of God preparing the way, raising 
up new leaders, and directing the destiny of civili- 
zation. Toynbee sees in history a divine purpose 
which transcends our human vision and understand- 
ing. He sees in history a Master plan, with an in- 
creasing purpose running through it all. 

Christianity gives to us a God-centered, not a 
man-centered hope. And this hope has helped many 
to endure life. The prevailing tone of Mormonism is 
one of hope in the bright new world of the future. 
Mormonism will yet help in important ways to usher 
in that bright new world. 

The Book of Mormon has something important 
to say about the interdependence of faith and hope. 
Moroni explicitly notes that "without faith there 
cannot be any hope." (Moroni 7:42.) Without faith 
in the atoning power of Jesus we cannot look for- 
ward with hope to a personal immortality. 

Hope generates a calm, peaceful feeling toward 
difficulties to be overcome. It helps us to see the 
silver lining of every cloud. When the light of 
hope goes out, life becomes weary and burdensome. 

Patriarchal blessings, sincere prayer, the temple 
ordinance of marriage for eternity, baptism, and the 
sacrament can be builders of hope. There is much 
in Mormonism to inspire hope. 

Love Is the Mountain Peak 

Love, of course, is the mountain peak of the 

(Concluded on opposite page.) 



130 



THE I NSTRUCTOR 



AZTEC HISTORY AND 
THE BOOK OF MORMON 




V II I I I I iv; 

Sample of cmcient Aztec design in stone and cement. 

(For Course 15, lessons of April 9 and 30, "Nephi Instructed the 
People" and "Completion of the Small Plates"; for Course 19, lesson 
of May 14, "The Apostasy"; for Course 27. lessons of April 2 and 9, 
"The Gods of This Earth" and "Man's Communion with God"; for 
Course 29, lesson of March 5, "Divinity of Book of Mormon,"; to 
support family home evening lesson 8; and of general interest.) 



For centuries, philosophers and others have ar- 
gued the existence of God. To the Latter-day Saint, 
trying to resolve this matter through human resources 
alone is inconsistent with the basic purpose of our 
life on earth. We believe that God has sent us here 
to prove our faith and to gain further experience 
outside of His immediate presence. As the Apostle 
Paul explained to the Corinthians: "For we walk 
by faith, not by sight." {11 Corinthians 5:7.) 

To be able to prove God's existence through 
purely natural means would destroy the element of 
faith necessary to this probationary state. The Lord 
has said in a modern revelation: "But, behold, faith 
Cometh not by signs, but signs follow those that be- 
lieve." (Doctrine and Covenants 63:9.) During His 
earthly ministry the Saviour condemned men who 
sought sure knowledge through signs as "an evil and 

{Continued on following page.) 




THE SEVEN CARDINAL VIRTUES {Concluded from opposite page.) 



seven cardinal virtues. After defining the principle 
of love for the Corinthians, Paul says: 

And now abideth faith, hope, charity [loveli, these three; 
but the greatest of these is charity [the pure love of Christ"]. 
{I Corinthians 13: 13.) 

Paul thinks of love as the all-inclusive virtue. 
With love we can fulfill the whole law. To the Ro- 
mans he wrote: 

. . . For he that loveth another hath fulfilled the law. 

For this, Thou shalt not commit adultery. Thou shalt 
not kill. Thou shalt not steal. Thou shalt not bear false 
witness. Thou shalt not covet; and if there be any other 
commandment, it is briefly comprehended in this saying, 
namely, Thou shalt love thy neighbour as thyself. 

Love worketh no ill to his neighbour: therefore love is 
the fulfilling of the law. {Romans 13:8-10.) 

Further to emphasize the power and universal 
nature of love, Paul wrote to the Galatians: 

For all the law is fulfilled in one word, even in this; 
Thou shalt love thy neighbour as thyself. 

But if ye bite and devour one another, take heed that 
ye be not consumed one of another. {Galatians 5:14, 15.) 

How closely this parallels the power of love as 
given by Jesus. To the lawyer who asked which was 
the great commandment, Jesus responded: 



. . . Thou shalt love the Lord thy God with all thy 
heart, and with all thy soul, and with all thy mind. This 
is the first and great commandment. And the second is 
like unto it. Thou shalt love thy neighbour as thyself. 
{Matthew 22:37-39.) 

When I learn to love my neighbor as myself I 
will cease my selfishness and greed and will work 
in the interest of others. I will cease to be egoistic 
and become sociocentric. I will appreciate the point 
of view of the old Mayan civilization in the Yucatan 
Peninsula: If I take too much, there will not be 
enough for others. 

John the Beloved stressed the power of love by 
contrasting it with hate. "Whosoever hateth his 
brother is a murderer: and ye know that no mur- 
derer hath eternal life abiding in him." (/ John 
3:15.) 

We are rapidly learning in this world of atomic 
power that we must love or perish. In all seven 
cardinal virtues, we know that there runs a common 
element. We cannot cultivate them perfectly with- 
out a deep and abiding faith in God. 



Library File Reference: CHARACTER. 



MARCH 1 967 



131 



AZTEC HISTORY AND THE BOOK OF MORMON (Continued from preceding page.) 



adulterous generation." (Matthew 12:39.) Thomas, 
one of the Twelve, wanted proof that the Lord had 
risen from the dead. After Jesus had appeared and 
Thomas believed, the Lord said to him: 

". . . Because thou hast seen me, thou hast be- 
lieved: blessed are they that have not seen, and 
yet have believed. (See John 20:24-29.) 

In the same spirit, the Prophet Alma taught 
that those who are "compelled to be humble" be- 
cause of poverty or because of signs are not as 
blessed as those who humble themselves because of 
hearing the word of God, because faith is not to be 
based on perfect knowledge. (See Alma 32.) 

Are external evidences, then, to be regarded as 
being totally worthless in building faith? Another 
experience of the Prophet Alma may help us answer 
this question. A man named Korihor challenged 
Alma's faith in God and demanded proof that God 
did exist. Alma responded: 

. ; . Thou hast had signs enough; will ye tempt 
your God? Will ye say. Show unto me a sign, when 
ye have the testimony of all these thy brethren, and 
also all the holy prophets? The scriptures are laid be- 
fore thee, yea, and all things denote there is a God; 
yea, even the earth, and all things that are upon the 
face of it, yea, and its motion, yea, and also all the 
planets which move in their regular form do witness 
that there is a Supreme Creator. (Alma 30:44.) 

Alma did not claim that these external evidences 
proved that there is a God, but he employed them 
as evidence which witnesses that there is a God. 

In a similar way, men have tried for more than 
a century to prove or disprove the truthfulness of 
the Book of Mormon by purely natural means. Faith- 
ful Latter-day Saints, however, know that the only 
sure way to answer this question is to carry out 
Moroni's instructions when he directed: 

And when ye shall receive these things, I would 
exhort you that ye would ask God, the Eternal 
Father, in the name of Christ, if these things are not 
true; and if ye shall ask with a sincere heart, with 
real intent, having faith in Christ, he will manifest 
the truth of it unto you, by the power of the Holy 
Ghost. (Moroni 10:4.) 

External evidences cannot replace this sure wit- 
ness, but they do play a valuable role by influencing 
persons to "ask God." External evidences can sup- 



port the sure testimony received through prayer and 
the Holy Ghost. 

In their book, Ancient America and the Book of 
Mormon, Elder Milton R. Hunter of the First Coun- 
cil of Seventy and Thomas Stuart Ferguson compare 
the history of the Book of Mormon with the writings 
of the Aztec historian, Ixtlilxochitl. (This name is 
pronounced approximately as if it were spelled 
Eesht-lil-sho-she-tl.) He was one of the last Aztec 
historians — born about 1568; died in 1648 — and he 
served as an interpreter for the Spanish in courts of 
justice for the Indians in Mexico. He compiled an 
account in Spanish of his people's history, based on 
the records in his custody. Ixtlilxochitl's history re- 
mained relatively inaccessible until it was published 
in Spanish in 1848 (18 years after the publication 
of the Book of Mormon) ; so far as is known, none of 
it was published in English until 1950. Numerous 
parallels exist between the Aztec and Book of Mor- 
mon histories. Because Joseph Smith did not have ^^ 
access to Ixtlilxochitl's account, and the latter ob- 
viously did not have access to the Book of Mormon, 
these parallels must be regarded as evidences, each 
history testifying to the truthfulness of the other. 

The Book of Omni contains one of the most 
striking parallels with ancient American histories. 
About two hundred years before Christ a group of 
righteous Nephites under King Mosiah I left their 
homes in. the Land of Nephi and journeyed north 
into the Land of Zarahemla whei^ they united with 
a people known as the Mulekites. Like the Nephites, 
the Mulekites had left Jerusalem about the time of 
the Babylonian captivity. The Mulekites reported 
that some time previous to their uniting with the 
Nephites, they had encountered Coriantumr, the 
last survivor of the Jaredites, a group which had 
come to this hemisphere centuries earlier. It is in- 
teresting to note that both the secular history and 
The Book of Omni state that (1) the third group 
(Mulekites) encountered a remnant of the first 
group (Jaredites); (2) the second group (Nephites) 
and the third group (Mulekites) became a single 
united people; but (3) there is no indication that 
the first group (Jaredites) and the second group 
(Nephites) ever had contact with each other. Other 
interesting parallels are suggested in the accom- 
panying chart. -Richard O. Cowan. 

Library File Reference: BOOK OF MORMON-EVIDENCES. 



132 



THE INSTRUCTOR 




AZTEC HISTORY AND ^^^ 
9 THE BOOK OF MORMON 




Writings of IxtlilxochitI* 

(Aztec Historian — lived in 16th Century) 



Writings in the Book of Mormon 



^ 



FIRST SETTLERS 

At the time the people were building "the very high tower. In order 
to shelter themselves in it when the second world should be de- 
stroyed , . . their languages were changed and, not understanding 
each other, they went to different parts of the world. . . ." (Page 24.) 

One group ". . . who understood their language among themselves, 
. . . having first crossed large lands and seas . . . come to this land, 
which they found good and fertile for their habitation." (Page 25.) 



". . . They settled the greater part of it [Mexico], especially that 
toward the north. . . ." (Page 39.) 

These "giants" were "destroyed and exterminated by great calamities 
and punishments from heaven, for some grave sins that they had 
committed. . . ." (Page 49.) 



JAREDITES 

Jared and his group departed from the Old World at the time the 

people were building the Tower of Babel. At that time the Lord 

confounded the people's language and scattered them to all parts 
of the world. (Ether 1:33; see also Genesis 11:1-9.) 

The Lord did not confound the language of Jared and his friends. 
(Ether 1:36-37.) After journeying in the wilderness (Ether 2:5), they 
were on the sea for 344 days before reaching the promised land 
(Ether 6:2-12), which was "choice above all other lands." (Ether 
2:7, 12.) 

". . . . The whole face of the land northward was covered with 
inhabitants." (Ether 10:21.) 

"And thus we see that the Lord did visit them in the fulness of his 
wrath, and their wickedness and abominations had prepared a way 
for their everlasting destruction." (Ether 14:25.) 



SECOND SETTLERS 

"The Tultecas were the second settlers of this land after the decline 
of the giants. . . . Tulteca means artisan and wise man, because the 
people of this nation were great artisans, as is seen ... in the 
ruins of their buildings. . . ." (Page 57.) 



NEPHITES 

The Nephites were an industrious people, working with wood, iron, 
copper, brass, steel, gold, and silver. Under Nephi's direction they 
built a temple patterned after the Temple of Solomon. (2 Nephi 
5:15, 16.) 



THIRD SETTLERS 

The Ulmecas and Xicalancas landed on the east coast of Mexico 
(page 123) which is the same area where the first group landed. 
(Pages 30-31.)^ 

The Ulmecas "found some of the giants that had escaped the calamity 
and extermination of the second age." (Page 136.) 



MULEKITES 

The Mulekites landed in the same area where the bones of the 
Jaredites had been found. (Alma 22:30.) 



The people of Zarahemla or Mulekites discovered Coriantumr, the 
last survivor of the Jaredites. (Omni 1:21.) 



QUETZALCOATL'S VISIT 

"During the first days of the year" when Christ was crucified, 
". . . the sun and the moon eclipsed, and the earth trembled, and 
the rocks broke, and many other things and signs took place. . . ." 
(Page 190.) 



QuetzalcoatI arrived in the land; he was considered "as just, saintly 
[holy], and good; teaching them by deeds and words the path of vir- 
tue and forbidding them their vices and sins, giving laws and good 
doctrine." He instituted fasting and used the symbol of the cross. 
(Page 203.) 



CHRIST'S MINISTRY 

On the fourth day of the year there arose a terrible storm with 
"exceeding sharp lightnings"; as a result of earthquakes, some cities 
sank into the sea while others were covered by mountains. Vapors 
of darkness blotted out the light of the sun, moon, and stars. 
(3 Nephi 8:5-23.) 

3 Nephi, chapters 11-28, give the account of the Saviour's ministry 
in America. 



HUEMAN'S COMPILATION 



A great religious and military leader, Hueman, ". . . gathered to- 
gether all the histories the Tultecas had, from the creation of the 
world up to that time . . . and he entitled this book calling it 
Teoamoxtii, which well interpreted means Various Things of God and 
divine book: the natives now call the Holy Scriptures Teoamoxtii, 
because it is almost the same. . . ." (Pages 337-338.) 



MORMON'S ABRIDGMENT 

Mormon was one of the last great prophets of the Nephites and also 
led their armies at the final battle at Cumorah. Before his death he 
prepared an abridgment of Nephite history; his inspired volume (the 
Book of Mormon) is regarded as a companion to the Bible and is 
America's witness for Christ. 



*The writings of Ixtlilxochitl were taken from Milton R. Hunter and Thomas Stuart Ferguson, Ancient 
America and the Book of Mormon; Kolob Book Co., Oakland Calif., 1950. Numbers in parentheses in 
the lefthand column refer to specific pages in this volume. 



^Extract from Bernardino de Sahugun's History of New Spain. 



MARCH 1967 



Compiled by Richard 0. Cowan. 

THE INSTRUCTOR 



Second Class Postage Paid 
at Salt Lake City, Utah 



BESIDE STILL WATERS 



PARK BENCH PONDERING: 



A TIME TO MEASURE OURSELVES. 




Today I walked along Central 
Park in the heart of New York 
City. 

It was a soothing feeling in this 
seething center of the world's 
commerce. To my left was hurry 
— taxis darted and roared like a 
pride of lions on the loose. From 
below the sidewalk I could hear 
the hum of a rushing subway. 
Across the skyline, sleek, glass- 
sided buildings pushed upward. At 
times they seemed to be hurrying 
toward the sky. Hardly more than 
a bus stop away were the dazzling 
lights of Broadway. 

But to my right was the quiet 
of the park. A bushy-tailed, gray 
squirrel with brown-tipped ears 
paused near me. A horseman trot- 
ted leisurely along a path winding 
through the woods. A heavy-coat- 
ed little man stood by a cart 
bearing hot coals. He was selling 
roasted chestnuts. A woman hap- 
pily pushed a perambulator. 
Plump, gray-blue pigeons wheeled 
overhead. Others waddled along 
the walk. 

Along the street people scurried. 
Inside the park they strolled. Here 
and there were park benches of 
slate-blue slats over concrete 
frames. On some of them people 
sat chatting. Here and there a 
lone man meditated. 

And this reminded me of a tall, 
spare, white-haired New Yorker 
who was called "Park Bench 



(For Course 9, lesson of April 30, "A Lead- 
er Is Guided"; for Course 15, lesson of March 
26, "Nephi, a Statesman"; for Course 25, les- 
son of May 7, "Improvement Is Always Pos- 
sible"; for Course 27, lesson of April 9, 
"Man's Commimion with God"; to support 
family home evening lesson 9; and of general 
interest.) 



Statesman." Bernard M. Baruch 
knew well the bustling side of New 
York. He had come to the big city 
from the South as a lad of 10. He 
became an office boy at 19, a Wall 
Street partner at 25, and a mil- 
lionaire at 35. During the fifty 
years after he made his first for- 
tune, he served as a close adviser 
to five United States presidents, 
beginning with Woodrow Wilson. 
Bernard Baruch developed the 
faculty of getting away from the 
downtown din, sitting on a quiet 
park bench, and thinking about 
himself, other people, and the 
world. 

He once wrote^ that he was shy 
and fearful as a boy, with "an un- 
governable temper." He added 
that if there were a "key" to his 
growing up it was in his systematic 
efforts to appraise himself. He said 
that as he became better acquaint- 
ed with himself, he acquired a bet- 
ter understanding of others. 

All of us in these hurrying 
times need to pause on occasion 
for "park bench" meditation, to 
measure ourselves against life, to 
count our blessings, and to ponder 
about those who help bring bless- 
ings our way. 

In his memoirs, Bernard Baruch 
describes and appraises some of 
the world figures he knew inti- 
mately. He writes of Winston 
Churchill: "one of the greatest in 
history."^ Mr. Baruch tells of a 

^Bernard M. Baruch, Baruch; My Own 
Story; New York, N.Y.; Henry Holt and Com- 
pany, 1957; page viii. 

^Bernard M. Baruch, Baruch, the Public 
Years; New York, N.Y.; Holt, Rinehart and 
Winston, 1960; page 122. 



Art by Dale Kilbourn. 

side of Churchill few men knew: 
how he walked through his garden 
with his dog, pausing to admire 
the bloom of a rose or talk to the 
goldfish in a pond as he fed them. 
Apparently Winston Churchill, 
grappling vigorously with world 
affairs much of his life, took plenty 
of time for "park bench" musing. 
David of Israel was a warrior 
and a statesman who built an em- 
pire and founded a long line of 
kings. David was also a poet who 
knew the art of meditation. Here 
are a few of the gentle, faith-filled 
lines this mighty monarch gave us: 

Let the words of my mouth, and 
the meditation of my heart, be ac- 
ceptable in thy sight, O Lord, my 
strength, and my redeemer.^ 

The Lord is my shepherd; I shall 
not want. He maketh me to lie 
down in green pastures: he leadeth 
me beside the still waters. He re- 
storeth my soul: he leadeth me in 
the paths of righteousness for his 
name's sake.'' 

New York is a king among 
cities. I should like to think that 
it has achieved some of its great- 
ness through its Central Park, with 
its green pastures and still waters 
amid the bustle. 

All of us similarly need a per- 
sonal Central Park: a time and 
place to pause often, to ponder, to 
contemplate ourselves, to consider 
the goodness of life and the handi- 
work of Him who is truly our 
Father. 

— Wendell J. Ashton. 



^Psalm 19:14. 
*Psalm 23:1-3. 
Library File Reference: MEDITATION.